Resource Library

This brief describes information about coaching that we gathered in 2021—about 18 months into the pandemic—from surveys and qualitative interviews with coaches, FCC providers, and center directors. We focus on understanding remote coaching and various coaching strategies, such as modeling and observation, during this time frame.

This brief draws from data collected in the 2019 NSECE Center-based Provider Survey and Wave 1 of the NSECE COVID-19 Longitudinal Follow-up. In the NSECE, a center-based provider delivers CCEE services to children aged five and under, not yet in kindergarten, at a single location. This brief describes calendar year 2020 experiences of CCEE centers that were operating in 2019, including changes in their enrollments and their instructional staff.

This page includes copies of three national surveys conducted in 2023 by the TRLECE project team; survey respondents include: 1) state and territory child care and early education (CCEE) licensing administrators, 2) front-line CCEE licensing staff who conduct monitoring and inspections for licensed providers in each state and D.C. and 3) licensed CCEE providers (both center-based and family child care settings) in each state and D.C.

This report identifies actionable steps that state and territory child care administrators, local CCEE leaders, and researchers can take to advance measurement of equitable CCEE access.

This study examines the association between licensing violations and QRIS ratings in three states.

This report summarizes results from a national survey of child care and early education front-line licensing staff and presents a high-level description of who front-line licensing staff are, what they do, and how they view licensing.

Learn about the association between licensing violations and program and community characteristics in six states.

This brief draws on data from the 2021—2022 Study to examine the strategies programs used to improve staff retention and well-being.

This report describes the methodology for the TRLECE project’s three surveys regarding child care and early education (CCEE) licensing (i.e., surveys of CCEE licensing administrators, front-line licensing staff, and CCEE providers).

This brief describes rates of child care disruptions and responses to disruptions during the pandemic by key household characteristics for households with children under age 5.