Resource Library

Further refine results by entering a keyword or selecting filters.

Sort Results

Displaying 1 - 10 of 26

Learn research-based answers to key questions about families’ access to public pre-K programs.

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.

Understand different models of coordinated services used across the United States and how to improve service coordination for families.

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

This brief from the Understanding the Value of Centralized Services Study was developed for clients who informed the study during the study design and qualitative data collection.

Discover the final report from the Understanding the Value of Centralized Services study describes the advantages, disadvantages, and costs of providing multiple services in a single location to support individuals and families with low incomes.

This OPRE brief uses data from the Head Start Family and Child Experiences Survey (FACES 2019) to explore Head Start programs’ interaction with other systems such as licensing, QRISs, as well as with non-Head Start sources of funding like state and local pre-K.

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.

The data analyzed for this spotlight is from the National Survey of Child and Adolescent Well-Being, Second Cohort (NSCAW II), a nationally representative sample of children involved with the child welfare system (CWS). It allows for the identification of children with developmental delays and compromised cognitive or academic functioning.