The U.S. Department of Health and Human Services (HHS) and the U.S. Department of Agriculture (USDA) released a Joint Policy Statement on Coordinated Efficiencies in Monitoring and Oversight of Early Care and Education Programs.
Drafted by the U.S. Department of Health and Human Services and Department of Education, the purpose of this policy statement is to support states and communities as they improve coordination, alignment, and enhancement of health and early learning systems to promote the healthy development, early learning, and well-being of all children from birth to kindergarten entry in the United States.
Prenatal to Age 3: A Comprehensive, Racially Equitable Policy Plan for Universal Healthy Child Development
Prenatal to Age 3 highlights early childhood policies that confront racial equity. Focusing on Minnesota, the plan describes how to promote social, economic, health, and educational equity by broadening the state’s current early childhood public-policy focus on early education and service programs. Recommendations include funding efforts that promote positive early experiences; safe, stable, and nurturing relationships; economic security; and building upon assets and capacities of all families and communities. Prenatal to Age 3 is a plan for action.
The Office of the State Superintendent’s (OSSE) Division of Early Learning (DEL) is in the process of replacing the current Quality Rating and Improvement System (QRIS), Going for the Gold, with an enhanced QRIS system named Capital Quality.
This Research-to-Policy Resource list by Child Care & Early Education Research Connections is a collection of publications written on early childhood career pathways and career ladders or lattices.
Funded by Rhode Island’s RTT-ELC grant and prepared by Child Trends, this report addresses two central questions: one, is there evidence that the BrightStars rating and standards are measuring quality? And two, is there evidence that the BrightStars rating and standards are related to measures of children’s development and learning? Aside from these questions, the report also provides a discussion of QRIS validation studies in other states.
Funded by Delaware’s RTT-ELC grant and prepared by the RAND Corporation, this third and final report on Delaware Stars for Early Success focuses primarily on questions related to its ratings validation. The report also provides new information pertaining to key components of the QRIS. View all three reports here.
U.S. Department of Health and Human Services Administration for Children and Families Early Childhood Development 2016 Accomplishments
The Administration for Children and Families’ (ACF) Office of the Deputy Assistant Secretary for Early Childhood Development (ECD) is the focal point within the U.S. Department of Health and Human Services (HHS) for early childhood health and development at the Federal level. The Office provides oversight to two of the largest Federal programs—Head Start and Child Care, including the new Early Head Start – Child Care Partnerships (EHS-CCP).
Quality at Scale: Supporting Sustainable, High-Quality Early Care and Education Across the Commonwealth
Systems alignment within government alone will not suffice. To achieve their child outcome goals, states must also align systems among service providers. In this instructive paper, Louise Stoney uses the work of Pennsylvania’s Office of Child Development and Early Learning to identify policy barriers to improving child outcomes and to explore ways the state can support Shared Services as a system-building framework at the early care and education provider level. Read this document and its accompanying infographic above.
The Integration of Early Childhood Data: State Profiles and a Report from the U.S. Department of Health and Human Services and the U.S. Department of Education
This past month, the U.S. Department of Health and Human Services and Department of Education released “The Integration of Early Childhood Data,” a report intended to help states improve services for young children and families by refining their capacity to use existing administrative data from early childhood programs.