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This brief draws from data collected in the 2019 NSECE Center-based Provider Survey. 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 how enrollment and vacancies at center-based child care and early education (CCEE) programs can be estimated using data from the 2019 National Survey of Early Care and Education (NSECE).
This highlight summarizes research on subsidy stability, defines key terms, describes potential administrative and policy obstacles to subsidy use, and shares resources for CCEE leaders interested in improving their subsidy programs.
This short-form product describes the value of competency frameworks and competency-based professional development for infant/toddler teachers and caregivers.
This practitioner-focused brief provides strategies learned from the Understanding Children’s Transitions from Head Start to Kindergarten (HS2K) project’s collective work and real-life examples of how Head Start programs and Local Education Agencies (LEAs) work together to support kindergarten transitions.
This chartbook uses data from the 2019 National Survey of Early Care and Education Center-based Survey and 2019 National Survey of Early Care and Education Workforce to describe classrooms with young children.
In this piece on nontraditional-hour care, we highlight descriptive reports using national data on both families with young children who need nontraditional-hour care, as well as the characteristics of providers who offer nontraditional-hour care.
This chartbook uses data from the 2012 NSECE and 2019 NSECE to describe the center-based ECE workforce that served children five and under not yet in kindergarten
Explore an infographic from the Fathers and Continuous Learning project, which describes opportunities for a father or paternal relative to be engaged during the lifecycle of a child welfare case.