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This report contains information from three areas: Extent to which eligible entities receiving grants under this section demonstrated improvements in each of the areas specified in the legislation, Technical assistance (TA) provided to grantees, including the type of assistance provided and Recommendations for such legislative or administrative action as the Secretary determines appropriate

The state-level aggregate report, or ACF-800, is one of two data collections undertaken by the Office of Child Care (OCC) pursuant to the requirements of the Child Care and Development Block Grant of 2014 (Public Law 113-186).  The other data collection is accomplished through the ACF-801 Report, which requires detailed, case-level data on families served through the Child Care and Development Fund (CCDF). All CCDF lead agencies in the States, the District of Columbia, and Territories (including Puerto Rico, American Samoa, Guam, Northern Marianna Islands, and the US Virgin Islands) are responsible for completing the ACF-800. For more information, please see the OCC website.

ACF-118 Overview of State/Territorial Plan Reporting

This research brief describes the Early Care and Education (ECE) workforce data developed in the National Survey of Early Care and Education (NSECE).

The 2017 Federal Poverty Guidelines are listed below. Page 2 of this document provides guidance for CCDF Tribal Grantees who manually calculate the ACF-700 Annual Tribal Report (Part 1). For Element #7, use the family’s income and size (used for determining eligibility) to determine the poverty threshold in which to count the children in that family. Information is provided for the 48 Contiguous States and DC, as well as for Alaska and Hawaii.

This brief—based on interviews with eight Tribal MIECHV grantees—will discuss the importance of cultural enrichments of evidence-based home visiting models; highlight three different approaches Tribal MIECHV grantees have pursued to shape programs to best reflect their communities; and  offer guidance for programs that are searching for a way to best fit home visiting within the cultural context of their communities. The brief discusses ways that grantees have approached cultural enrichment in the first 5 years of the Tribal MIECHV program

This document provides an introduction to the Tribal Home Visiting Program

ACF-800 Reporting Guide

Priorities Report: 2019

November 26, 2019


The Child Care and Development Fund (CCDF) program help low-income families with children under the age of 13 pay for child care services. CCDF is a block grant program administered by states, territories, and tribes that provides child care subsidies through vouchers or certificates to low-income families, and grants and contracts with providers in some states. CCDF supports access to child care services for low-income families, so parents can work, attend school, or enroll in training. Additionally, CCDF promotes the healthy development of children by improving the quality of early learning and afterschool experiences for both subsidized and unsubsidized children. Within the federal regulations, state lead agencies decide how to administer the CCDF subsidy programs. States determine payment rates for child care providers, copayment amounts for families, specific eligibility requirements, and have some flexibilities on how to prioritize CCDF services. CCDF administrative data, including monthly case-level data reported on the ACF-801, provides information about the characteristics (including income) of families receiving a child care subsidy. Fiscal year 2017 ACF-801 CCDF administrative data (most recent year available) indicates that approximately 1.32 million children and 796,000 families per month received CCDF child care assistance in fiscal year 2017. The CCDF subsidy program emphasizes parental choice; therefore, children are cared for in a wide variety of settings. Nationally, in fiscal year 2017: (1) 75 percent of children receiving subsidies were cared for in center-based care; (2) 21 percent of children receiving CCDF assistance were cared for in family child care homes; (3) 3 percent of children were cared for in the child’s own home; and (4) the data was not reported or was invalid for the remaining 1 percent. For many parents, affordable child care and school-age care are critical to maintaining stable jobs. According to an analysis of Bureau of Labor Statistics employment data, in 2018, at least one parent was employed in 91 percent of families with children under the age of 18, and 72 percent of women with children were working or looking for work1.

1 Table 4. Families with own children: Employment status of parents by age of youngest child and family type, 2017-2018 annual averages.  

This issue brief—based on interviews with eight Tribal Maternal, Infant, Early Childhood Home Visiting (Tribal MIECHV) grantees1— focuses on the ways in which home visiting programs can promote the development of early language and literacy skills, which are important aspects of child development. The brief starts with a short overview of early child development to illustrate how language, literacy, and culture are nested within overall development. It reviews why early language and literacy is important and the need for home visiting programs to be intentional in helping families support children’s language and literacy development. The brief shares examples of how Tribal MIECHV grantees are helping families build upon everyday activities from storytelling to singing, talking, reading, and other strategies. It also highlights
how some grantees are tapping into community resources to extend language and literacy offerings.