History of the National Survey of Early Care and Education: A Research Brief Series

Publication Date: May 2, 2024

Introduction

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This research brief series seeks to provide documentation of the historical contexts in which the different waves of the National Survey of Early Care and Education (NSECE) were developed and fielded, as well as share important research and methodological advances made possible by the NSECE. Included in this series are:

Cover Page: History of the National Survey of Early Care and Education, Part I: The Development of the 2012 NSECE  (PDF) Cover Page: History of the National Survey of Early Care and Education, Part II: The Development of the 2019 NSECE and the NSECE COVID-19 Longitudinal Follow-up  (PDF)
  • A forthcoming brief that will provide historical context, motivations for, and contributions of the 2024 NSECE

Purpose

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Our hope is that this research brief series will deepen the field’s understanding of the NSECE and inspire individuals to make use of these unique, nationally representative data sets to answer important questions about the supply and use of child care and early education (CCEE) in the United States to benefit research, policy, and practice. 

Key Findings and Highlights

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  • Prior to the fielding of the 2012 NSECE, the last national survey data yielding information on the supply of and demand for CCEE across the United States were collected in 1990. 
  • There has been an accelerating pace of policy developments and demographic changes since 1990 which, in turn, motivated the collection of nationally representative data on CCEE from both the provider and family perspectives to answer new, policy-relevant research questions. 
  • The 2012 and 2019 NSECE surveys represent methodological advances that permit national estimates of all types of CCEE, including home-based care, and the examination of supply and demand for care within geographic regions and over time. 
  • In addition to nationally representative estimates of providers of CCEE, the 2012 and 2019 NSECE provide nationally representative data on the CCEE workforce, as well as a national picture of households’ experiences with CCEE. 
  • The COVID-19 Follow-up Surveys follow CCEE workforce members who participated in the 2019 NSECE to provide information about their experiences during the pandemic.  
  • Findings from the NSECE have the potential to inform policy by, for example, illuminating the differences between policy goals and existing circumstances for families and by tracking where public investments are going.
  • Findings from the NSECE can increase our understanding of CCEE in key demographic subgroups.
  • Findings from the NSECE extend our understanding of the characteristics of CCEE that can facilitate quality and thereby children’s development. 

Citation

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Zaslow, M., Halle, T., Madill, R., & Forry, N. (2024a). History of the National Survey of Early Care and Education, Part I: The Development of the 2012 NSECE. OPRE Report #2024-009. Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

 

Zaslow, M., Halle, T., Madill, R., & Forry, N. (2024b). History of the National Survey of Early Care and Education, Part II: The Development of the 2019 NSECE and the NSECE COVID-19 Longitudinal Follow-up. OPRE Report #2024-010. Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Quick Fact Images

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This timeline shows key points in CCEE policy from 1990 to 2012, including the launch of the National Child Care Survey and Profile of Child Care Settings: ECE in the United States, 1990, the launch of Early Head Start, 1995, and it shows increases in funding for CCEE. Head Start, federal child care subsidies, and state Pre-K costs all increased ($1.55 to $8 billion; $1.27 to $5.2 billion; and $2.5 to $5.1 billion respectively). It shows program expansion for state pre-k (28-40 states) & QRIS (4-32 states)
* There was a gradual increase in a requirement to set aside a percent of the CCDF funding for quality improvement, from 7% in 2016 to 8% in 2019 (that increased further to 9% for 2020 and ongoing), with an additional 3% set aside for quality for infant and toddler care beginning in 2017. We note that Tribes were on a different timeline for the quality set aside, and that not all Tribes have the requirement for the set aside for infant and toddler care. Source: This figure was developed by Audrey Franchett and informed by the authors’ scan of CCEE policy developments. For more information on these developments, see Appendix Table A1 in the brief.

 

This timeline shows key moments in CCEE policy from 2012-2019, including the launch of Head Start-Child Care Partnerships in 2013 and the launch of PDGs in 2018. It also shows increases in funding over time for Head Start ($8 to $10 billion), CCDF ($5.2 to $8.18 billion), and state pre-k ($5.1 to $8.75 billion). It also shows CCEE program expansion from 2012-2019. State pre-k expanded from 40 to 44 states. QRIS were fully functional in 44 states in 2019. PDGs were awarded to 18 states between 2014-2018.
* There was a gradual increase in a requirement to set aside a percent of the CCDF funding for quality improvement, from 7% in 2016 to 8% in 2019 (that increased further to 9% for 2020 and ongoing), with an additional 3% set aside for quality for infant and toddler care beginning in 2017. We note that Tribes were on a different timeline for the quality set aside, and that not all Tribes have the requirement for the set aside for infant and toddler care. Source: This figure was developed by Audrey Franchett and informed by the authors’ scan of CCEE policy developments. For more information on these developments, see Appendix Table A1 in the brief.