Resource Library

Action is needed to ensure that family child care remains a strong, healthy component of the early childhood education system. This brief examines the reasons family child care homes close and offers information that your state, territory, or tribe can use to solve this problem.

The paper was revised in March 2020 to include final data about the number of licensed child care facilities and licensed capacity from the 2017 Child Care Licensing Study . 

The purpose of this resource is to provide a synopsis of states and territories' plans to improve the supply and quality of child care programs and services for infants and toddlers to meet CCDF 3 percent set-aside requirements.

The Family Child Care Network Cost Estimation Tool (CET) is designed to assist State, regional and local organizations in better understanding the costs associated with operating a staffed family child care (FCC) network. The CET can be used to estimate the operating costs for states and communities for services offered by a staffed FCC network. This document is a user's guide that provides instructions for the CET.

The calculator tool, which is a Microsoft Excel file, is available from the ECQA Center by emailing QualityAssuranceCenter@ecetta.info.

You may also be interested in these publications:   Developing a Staffed Family Child Care Network: A Technical Assistance Manual
  Staffed Family Child Care Networks: A Research-Informed Strategy for Supporting High-Quality Family Child Care 

This brief highlights the 23 renewal Grantees’ plans for supporting the development of infants and toddlers and describes the changes that eight of the states had to make to their infant/toddler initiatives due to the COVID-19 pandemic.

This report presents a summary of the 23 Preschool Development Grant Birth through Five (PDG-B5) renewal states’ planned CEE activities as they were written into their grant applications in late 2019. The report analyzes the states’ proposed activities for six defining features: 1) nature of the main activities, 2) scope of programs (or funding streams) involved, 3) characteristics of the state’s CEE approach, 4) implementation stage of the CEE activities, 5) geographic level of implementation (i.e., local/regional, state), and 6) use of a data system to support CEE. It also describes the challenges that a sample of states faced in implementing these CEE activities due to the COVID-19 pandemic. The report discusses the strategies these states used to adapt their work to the pandemic context and meet new needs as well as the implications of these pandemic experiences on states’ broader efforts to implement CEE within their comprehensive early childhood care and education systems.

This brief focuses on current research trends and implications for racial and ethnic disparities related to early childhood. It highlights policy choices to reduce disparities and set children and families on more favorable trajectories, contributing to their school success and ability to live happy, fulfilled lives.

This webinar  focuses on building state capacity to consider equity in data collection, specifically administrative data, to improve equitable access and outcomes through data collection and analysis. Iheoma Iruka, Founding Director of the Equity Research Action Coalition at the UNC Frank Porter Graham Child Development Institute shares best practices for analyzing data through an equity lens.The webinar is geared towards those within State, territory, and Tribal agencies who are working in data collection and analysis. The webinar provides information and examples that address the following questions:

What does equity look like in an early childhood mixed delivery system? How can States/Territories/Tribes use existing data to identify areas of inequity? How can State/Territory/Tribal early childhood agencies use data to communicate need to their state legislature?

The National Center for Preschool Development Grants Birth Through Five (PDG B—5) sponsored a three-part technical assistance series on equity in early childhood care and education across various state systems including funding, monitoring and accountability, workforce development, inclusion, discipline and guidance, and others.

Dr. Shantel Meek and Dr. Iheoma Iruka, national leading equity and early childhood experts, and their colleagues from The Children’s Equity Project (CEP) , led an introductory webinar . Offered in conjunction with a small group state team workshop and office hours by facilitators from CEP, the “Equity in Early Care and Education Systems" series provided participants with an in-depth understanding of 14 concrete and measurable priorities that states can implement to advance equity in early childhood care and education systems.

Federal, state, and local agencies are increasing investments and building capacity in emergency preparedness, response, and recovery. Emergencies of all types can occur abruptly and cause devastation to programs, families, communities, and entire towns or cities. Emergencies come in various forms, ranging from an active shooter event to a weather-related disaster to the onset of food poisoning affecting multiple people at the same time. No matter the emergency, programs that work with children and youth must be prepared to respond accordingly to maintain the health and safety of everyone.

The purpose of the Out-of-School Time Emergency Preparedness, Response, and Recovery (EPRR) Toolkit is to assist out-of-school time (OST) programs (staff, volunteers, etc.) in developing emergency preparedness plans that address the distinct needs of OST programs.

This NCASE toolkit is arranged into six sections:

Overview Background Preparedness Response Recovery Appendix

Download the full EPRR toolkit below.  The following resources are linked within the Appendix and appended below for download:

Communication Checklist for Out-of-School Time Providers OST Program Emergency Mini Self-Assessment Rapid Damage Assessment Report Reunification Considerations Types of Emergencies

This report examines the crucial role played by Head Start-State Collaboration Offices (HSCO) and Head Start in statewide systems-building efforts through the lens of PDG B-5 grantees’ work. State and Head Start staff will learn about the benefits of working together, challenges encountered by states in partnering with HSCOs, successful strategies for strengthening their partnerships, and whether the organizational location of HSCOs within states and agencies affected their involvement in planning and executing initiatives.