Child Care and Early Education Policy and Research Analysis (CCEEPRA), 2005-2018

Project Overview

The Child Care and Early Education Policy and Research Analysis Project is a contract awarded by the Office of Planning, Research and Evaluation to Child Trends. The purpose of this contract is to support the provision of expert consultation, assessment and analysis in child care and early education policy and research to the Office of Planning, Research and Evaluation (OPRE), in the Administration for Children and Families (ACF), including activities related to: (a) providing expert advice, assistance and consultation in support of the agency’s research priorities and goals; (b) conducting assessment, analyses and summaries of policies, practices and research of relevance to the agency’s mission; (c) conducting studies to inform policy and practice and the development of new research priorities; (d) identifying and refining measures and instruments to improve the collection of data related to program policies and practices, and to program outcomes for families and children; (e) identifying sources of data and conducting statistical analyses on national and other original data-sets to answer questions of relevance to the Agency on child care utilization, child care supply, and the effects of child care and other early childhood policies on parental and child outcomes; (f) providing expertise in the preparation of written materials; and (g) convening experts on early care and education research and policy issues of relevance to the administration of the Child Care and Development Fund (CCDF) and other early childhood programs in States, Territories, and Tribes. Products supported through this contract include literature reviews, measures compendia, meeting summaries, briefing papers, webinars, research briefs, and research-to-policy/research-to-practice briefs.

The point of contact is Ivelisse Martinez-Beck.

  • Monitoring in Early Care and Education

    Published: May 9, 2016

    These two publications address the issues facing early care and education providers because of monitoring by multiple agencies and organizations...

  • Examining the Associations Between Infant/Toddler Workforce Preparation, Program Quality and Child Outcomes: A Review of the Research Evidence

    Published: May 9, 2016

    This research review addresses the question:

    What evidence do we have from the literature on associations between infant/toddler teacher and caregiver preparation (e.g., education, credentials, etc.) and quality of caregiving and child outcomes?...

  • Describing the Preparation and Ongoing Professional Development of the Infant/Toddler Workforce: An Analysis of the National Survey for Early Care and Education Data

    Published: May 9, 2016

    The descriptive brief provides an overview of the qualifications and the professional development activities of the nation’s infant/toddler workforce, based on representative data collected by the National Survey of Early Care and Education. The goal of this brief is to help the field better understand the strengths and needs of the infant/toddler workforce in center-based as well as home-based early care and education programs...

  • Implementing Parenting Interventions in Early Care and Education Settings: A Guidebook for Implementation

    Published: November 2, 2015

    This guidebook describes the steps and best practices for successfully selecting and implementing a parenting intervention. The purpose is to provide program, state, and child care network leaders an easy-to-use tool for implementing a parenting intervention. The guidebook may be used as a companion to the Compendium of Parenting Interventions recently developed by the Health and Human Services Interagency Parenting Group and the Head Start National Center on Family...

  • An Integrated Stage-Based Framework for Implementation of Early Childhood Programs and Systems

    Published: May 22, 2015

    This research brief is the first in a series which seeks to provide early childhood researchers, program developers, and funders with an introduction to implementation frameworks and promising practices in implementation science with the aim of facilitating their use in early care and education. This brief introduces key elements of effective implementation within an integrated, stage-based framework. This framework posits that 1) implementation happens in four discernible stages...

  • Reviewing and Clarifying Goals, Outcomes and Levels of Implementation: Toward the Next Generation of Quality Rating and Improvement Systems (QRIS)

    Published: December 29, 2014

    This brief, based on a keynote speech delivered by Martha Zaslow at BUILD Initiative’s 2013 Annual QRIS National Meeting, reviews and updates our understanding of goals and outcomes of QRIS, in order to work toward the next generation of QRIS. The brief articulates a framework that can support design, revision, validation, and evaluation of QRIS and serves as the introduction to a forthcoming product from the Quality Initiatives Research and...

  • Early Care and Education Quality Improvement: A Typology of Intervention Approaches

    Published: July 14, 2014

    This brief is designed to support Quality Improvement (QI) efforts by describing the status of the evidence and presenting information that categorizes quality improvement efforts using a typology of QI models and targets. The brief provides: an overview of the current QI context; the methodology for this review; a conceptual framework to categorize QI efforts; a summary of trends in the evidence base on the effectiveness of different types of QI; and a discussion of potential QI...

  • Best Practices in Data Governance and Management for Early Care and Education: Supporting Effective Quality Rating and Improvement Systems

    Published: July 14, 2014

    Quality Rating and Improvement Systems (QRIS) currently serve as a centerpiece of many states’ early care and education (ECE) activities. However, QRIS can only strengthen ECE program quality if they are built on quality data. Intentional and rigorous data management and governance practices are essential for data gathered exclusively for the QRIS (such as program observation scores) as well as for external data accessed by the QRIS (such as workforce registry data).  The purpose...

  • Best Practices in Ensuring Data Quality in Quality Rating and Improvement Systems (QRIS)

    Published: July 14, 2014

    Collecting and using data are core activities in a well-functioning Quality Rating and Improvement System (QRIS). Yet, data used in a QRIS are frequently housed in different systems, using different data management techniques. Ensuring a high level of QRIS data quality involves implementing a number of best practices drawn from established practices used in other fields. The purpose of this brief is to describe the specific strategies QRIS data stakeholders can use to improve upon the...

  • Implications of QRIS Design for the Distribution of Program Ratings and Linkages between Ratings and Observed Quality

    Published: April 22, 2014

    The majority of states are currently implementing, designing, or piloting a Quality Improvement and Rating System (QRIS). One key component of a QRIS is the way it assigns program ratings. However, there is a great deal of variability in the structure states use to determine a program’s rating level, with states using three primary structures. Block structures specify a set of quality standards at each level of quality. Before a program can move up to a higher level of quality...

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