Child Care and Early Education Policy and Research Analysis (CCEEPRA) Project

2005-2025

​​​​The Child Care and Early Education Policy and Research Analysis (CCEEPRA) Project is a contract 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). The CCEEPRA project conducts various activities related to:

  • providing expert advice, assistance and consultation in support of the agency’s research priorities and goals;
  • conducting assessment, analyses, and summaries of policies, practices, and research of relevance to the agency’s mission;
  • conducting studies to inform policy and practice and the development of new research priorities;
  • 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;
  • 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;
  • providing expertise in the preparation of written materials; and
  • 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, Tribes and localities.

Products supported through this contract include literature reviews, syntheses of research findings, fact sheets and data snapshots, measures compendia, meeting summaries, briefing papers, webinars, research briefs, and research-to-policy/research-to-practice briefs.

Point(s) of contact: Ivelisse Martinez-Beck.

Related Resources

Explore the survey instrument used to capture information about Head Start Grantees’ and Delegates’ Experiences during the COVID-19 Pandemic

 

This report examines families’ access to early care and education using a definition of access that examines whether parents, with reasonable effort and affordability, can enroll their child in care that supports child development and meets parents’ needs.

 

Recent federal, state, and local policies and initiatives focus on increasing access to high-quality ECE for all families. Given the prevalence and potential importance of these initiatives for families and children, it is useful for the field to take stock of how access to ECE is conceptualized and measured and to understand the extent to which context, purposes, and available indicators shape the assessment of access.

This report describes the ways in which individual characteristics and factors at the program and system levels are associated with individual teachers’ and caregivers’ participation in PD in a nationally representative sample of ECE teachers and caregivers.

Much like the 7.8 million families with young children in urban areas, many of the 1.1 million families with young children in rural areas need and use early care and education (ECE). Families across the United States face challenges accessing child care, and challenges often vary by population density. Although the definition of what constitutes an urban, suburban, and rural area differs across studies, the literature suggests that...

The experience of homelessness is a known risk factor for young children’s development and well-being. High-quality early care and education may help children overcome some of the negative factors associated with homelessness. However, states, communities and early care and education providers face many barriers to ensuring access to care for these young children, including challenges with identifying children who are or are at risk of experiencing homelessness...

Researchers and policymakers in the early care and education (ECE) field are interested in understanding the factors that contribute to successful quality improvement (QI) initiatives in ECE settings. They also want to learn about factors leading to improved outcomes for children and families through successful QI initiatives. One factor posited to influence the success of such initiatives is the readiness of individuals and organizations to adopt new quality improvement practices.

States and territories have increasingly worked to strengthen their early care and education (ECE) systems to more efficiently and effectively serve young children. It can still be challenging, however, to coordinate ECE systems’ multifaceted funding streams, services, standards, and regulations.This report summarizes publicly available information about the coordination or inclusion of Head Start across various aspects of state and territory ECE systems. 

This set of resources is intended to strengthen the ability of state/territory child care administrators and their research partners to utilize administrative data to address policy-relevant early care and education research questions. The resources are designed for researchers who are new to the analysis of administrative data as well as seasoned users of administrative data who are expanding their research to include new types of administrative data (e.g., expanding to a new state or new agency).

Stable, high-quality child care has numerous benefits for children and families, including providing support for child development and enabling parents to work. To make child care accessible to low-income families, the Child Care and Development Fund (CCDF) offers guidance and funds to states, territories, and tribes to...