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Child Care and Development


 
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A Review of Child Care Needs of Eligible Families in Massachusetts (Research Report)
Julia Isaacs, Michael Katz, Sarah Minton, Molly Michie

This report reviews the need for subsidized child care in Massachusetts. Gaps between need and supply were identified by comparing estimates of children needing care to licensing and subsidy data. Additional information was collected through interviews with experts across the state. The report's findings include gaps for infant and toddler care, children in two of six sub-state regions, and families working nontraditional hours. It also highlighted challenges geographically matching needs and supply and the link between the child care subsidy system and the broader child care market.

Posted to Web: March 27, 2015Publication Date: March 27, 2015

Balancing Quality Early Education and Parents' Workforce Success: Insights from the Urban Institute's Assessment of the Massachusetts Subsidized Child Care System (Research Report)
Gina Adams, Michael Katz

This report examines the Massachusetts child care subsidy system's balance between providing quality early childhood education and providing workforce support for parents. It is based on qualitative and quantitative data and findings from several studies conducted as part of a legislatively mandated assessment of the Massachusetts subsidized child care system. It highlights some of the key gaps that appear to undercut one or both goals, with findings organized in four areas; subsidy system goals and administrative approach, funding levels and allocation of subsidies, supply of subsidized child care, and challenges associated with meeting the needs of parents with nontraditional workforce patterns.

Posted to Web: March 27, 2015Publication Date: March 27, 2015

How Head Start Grantees Set and Use School Readiness Goals (Research Report)
Julia Isaacs, Heather Sandstrom, Monica Rohacek, Christopher Lowenstein, Olivia Healy, Maeve Gearing

The School Readiness Goals and Head Start Program Functioning project examined how local Head Start and Early Head Start grantees set school readiness goals, how they collect and analyze data to track progress toward goals, and how they use these data in program planning and practice to improve program functioning. Based on a telephone survey with 73 grantees and follow-up site visits to 11 grantees, it found that grantees have largely embraced the school readiness goals requirement but were still learning to analyze and interpret school readiness data. It is accompanied by a research brief of the same title.

Posted to Web: January 30, 2015Publication Date: January 29, 2015

How Head Start Grantees Set and Use School Readiness Goals: Highlights from a Research Study (Summary)
Heather Sandstrom, Julia Isaacs, Monica Rohacek

This brief presents highlights from a research study that describes how local Head Start and Early Head Start grantees set school readiness goals, how they collect and analyze data to track progress toward goals, and how they use these data in program planning and practice to improve program functioning. Based on a telephone survey with 73 grantees and follow-up site visits to 11 grantees, this study found that grantees have largely embraced the school readiness goals requirement, but were still learning to analyze and interpret school readiness data. It is accompanied by the full research report of the same title.

Posted to Web: January 30, 2015Publication Date: January 29, 2015

Data Use for Continuous Quality Improvement: What the Head Start Field Can Learn from Other Disciplines A Literature Review and Conceptual Framework (Research Report)
Teresa Derrick-Mills, Heather Sandstrom, Sarah L. Pettijohn, Saunji Fyffe, Jeremy Koulish

This report summarizes research on the processes, facilitators, and impediments to data use for continuous quality improvement; develops a conceptual framework representing the elements of data use for continuous quality improvement; provides linkages between the disciplines from which the literature was drawn and the Head Start field; and suggests areas for future research. The review reflects seminal and current works that originate in empirical and professional sources in the fields of educational leadership and management, health care management, nonprofit leadership and management, public management, and organizational learning and development. The resulting conceptual framework describes the elements of leadership, analytic capacity, commitment of resources, professional development, a culture of collaborative inquiry, a continuous cycle, organizational characteristics, and environmental characteristics.

Posted to Web: January 22, 2015Publication Date: January 22, 2015

Review of Budgetary Policies and Practices in the Massachusetts Subsidized Child Care System (Research Report)
Julia Isaacs, Michael Katz

This report summarizes a review aimed at helping the Massachusetts Department of Early Education and Care (EEC) more efficiently manage annual appropriations from multiple budgetary accounts that fund child care services. It combines an analysis of the spending history of these accounts, a review of current forecasting models, and information from key stakeholders and staff. The report concludes with suggestions for EEC to consider as it continues to improve its management of spending on subsidized child care. It is the first of several products prepared as part of a legislatively mandated assessment of the state’s subsidized child care system.

Posted to Web: December 11, 2014Publication Date: December 11, 2014

The CCDF Policies Database Book of Tables: Key Cross-State Variations in CCDF Policies as of October 1, 2013 (Research Report)
Sarah Minton, Christin Durham, Linda Giannarelli

The CCDF Policies Database Book of Tables provides tables containing key Child Care and Development Fund (CCDF) policies for each state as of October 1, 2013. The tables are based on information in the CCDF Policies Database, a database tracking child care subsidy policies over time and across the States, D.C., and the Territories. The Book summarizes a subset of the information available in the database, including information about eligibility requirements for families; application, redetermination, priority, and waiting list policies; family copayments; and provider policies and reimbursement rates. The report also includes longitudinal tables showing policies from 2009 through 2013.

Posted to Web: November 20, 2014Publication Date: November 20, 2014

Child Care Assistance for Parents in Education and Training: Executive Summary (Research Brief)
Gina Adams, Caroline Heller, Shayne Spaulding, Teresa Derrick-Mills

New economic realities have focused attention on how to best design workforce development strategies to help low-wage and low-skill workers succeed. Lack of child care is one important barrier that can make it difficult for low-income parents to successfully participate in workforce development programs that help people find jobs, job readiness activities, and supportive services. This brief focuses on one element of this barrier: the Child Care and Development Fund (CCDF), the federal and state child care assistance program. It examines CCDF eligibility policies and services for parents who need child care to participate in education and training activities.

Posted to Web: October 09, 2014Publication Date: October 09, 2014

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