States are successfully working with their legislatures and governors to pass legislation that supports comprehensive early childhood (EC) systems, with a focus on better integration of programs, policies, and services to benefit young children and their families. This report profiles six diverse States that have successfully passed legislation aimed at advancing their EC system.
The 2016 edition of Early Childhood Matters features contributions from UNICEF Executive Director Anthony Lake; WHO Assistant Director General Flavia Bustreo; Alice Albright and colleagues at the Global Partnership for Education; and Susan L. Bissell of the Global Partnership to End Violence Against Children.
The fact that most early care and education (ECE) businesses in the US struggle to make ends meet is not news. Nor is the fact that ECE managers feel increasingly squeezed by higher standards (which often require more dollars), competitive markets (that make it difficult to increase prices), and few opportunities for third party funding. The bottom line is that running a successful ECE business is hard. And while many challenges are beyond the control of site directors, owners or administrators, some can be addressed.
Assessing the Implementation and Cost of High Quality Early Care and Education: A Review of the Literature
This report summarizes findings of a literature review and research syntheses in three areas — implementation science, early care and education quality, and costs. The goal of this effort was to create a draft conceptual framework to guide development of measures for the implementation and costs of early care and education in center-based settings that serve children from birth to age 5.
This Initial Validation Report, prepared by Child Trends, (2016), examines the extent to which the rating process and the four star quality ratings that are awarded are fair, accurate, and meaningful. Overall, the results of the initial validation study suggest that Parent Aware has integrity as a framework for building and connecting efforts to support all types of early care and education programs in Minnesota.
Analysis from the Wisconsin Early Child Care Study, also known as the YoungStar Validation study, shows YoungStar differentiates among programs of varying observed quality. Specifically, programs rated 2 Stars had lower observed levels of quality than programs at the 3-5 Star levels. The differences were statistically significant and meaningful. The data revealed that children in the study were performing in accordance with national norms and increased their child assessment scores over the course of the school year and would enter school ready to learn.
Louisiana’s new accountability system, which is mandatory for all our publicly funded early care and education programs (including child care, Head Start/EHS and Pre-K) is based solely on the CLASS. This report addresses some of the challenges Louisiana has faced in implementing the new system, and makes recommendations for improvements.
These two publications address the issues facing early care and education providers because of monitoring by multiple agencies and organizations.
As part of their Race to the Top Early Learning Challenge grant, the state of Vermont has made a commitment to providing early childhood personnel with professional development that will prepare them to better support young dual language learners (DLLs) and their families. One example of this commitment is an online toolbox of free, high-quality, evidence-based resources called Resources to Support the Full Participation of Young Dual Language Learners (DLLs) and Their Families.
CEELO released this paper which provides policymakers with a review of published research on early childhood (ECE) workforce education and credentials as well as on the current status of ECE wages, recruitment and retention challenges, and promising practices. It summarizes trends in state requirements regarding ECE teachers with bachelor’s degrees and specialized certification, licensure, or endorsements of pre-K teachers.