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Tribal Partnership CCDF EHS Highlight - Partnering in Rural Northern California

In the last quarter of 2013, homeless shelters across Massachusetts were overwhelmed by an influx of young families. Public agency managers from the Departments of Early Education and Care (EEC), Public Health (DPH) and Housing and Community Development (DHCD) mobilized together to help shelters manage, and to reduce the impact on children from instability, trauma and high-stress. Agency managers pooled financial resources from an infusion of Race To the Top funding and in-tervened to help shelter staff communicate and lead in ways that benefited young children and their families in the short-term, and contributed to children’s positive outcomes over the long-term.

This document summarizes the Federal policy recommendations released in December 2014, and profiles innovative policies and workforce supports adopted by States and local leaders around the country who are leading the way by proactively addressing expulsion and suspension in early childhood settings.

This document provides an overview of implementation from the fourteen Race to the Top-Early Learning Challenge (RTT–ELC) States' Annual Performance Reports for 2013.

GAO Executive Summary

December 12, 2016

This executive summary details how a large body of research demonstrates that high-quality early learning experiences – healthy and safe environments, nurturing relationships with program staff, developmentally appropriate and rich curricula, and supportive services that foster learning and development – are critical to setting a strong foundation for children’s success in school and life. Children in high-quality programs, especially children from low-income families, show greater readiness for school and development of skills needed for lifelong success. Affordable, high-quality early learning programs make it more likely that families will be able to work. Economists have found that high-quality early learning programs have a high return for the public investment, with savings resulting from improved educational outcomes, fewer placements in special education, increased labor productivity, and reduced criminal activity.

GAO Report

December 12, 2016

This report discusses how congress required the Secretaries of Health and Human Services (HHS) and Education (ED), in consultation with all federal agencies, to identify "all early learning and care programs for children less than six years of age," provide specific recommendations for eliminating overlap and fragmentation among federal early learning and care programs, and make recommendations for streamlining all such programs. The Secretaries appreciate the opportunity to present an overview and analysis of the primary federal early learning programs and to offer recommendations on how to address the needs of children and families. This report also discusses the Administration’s efforts to maximize our current and future investments to increase the quality of and access to early learning for children from birth to kindergarten and how HHS and ED (the Departments) are fostering coordination and collaboration at the federal, state, and local levels to ensure a more effective, efficient, and high-quality system of early learning.

This report introduces a career pathways framework 4 in use by several federal agencies, provides a national landscape of states’ requirements for ECE staff related to credentialing, highlights five states at various points in the development of ECE career pathways, and shows how early learning system components used in the majority of states align with the Six Key Elements of Career Pathways Framework that other industries use.

This report discusses the importance of supporting the early learning workforce – nearly a totality of whom are women – not only to improve the quality of early learning programs, but also to ensure fair pay so that they can support their own families.

This briefing highlighted innovative and exciting efforts in AIAN communities to prevent disparities in early learning experiences and outcomes for infants and toddlers.

This report provides information from the 14 States about the impressive progress they are making in reforming their early learning and development systems.