Resource Library

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.

This brief explores Head Start teachers’ health, anxiety symptoms, depressive symptoms, stress, and job satisfaction; the supports programs offered and the ones teachers used; and the associations between teachers’ well-being and those supports. It draws on data collected in fall 2021 and spring 2022 from the 2021-2022 Study of Family and Staff Well-Being in Head Start FACES Programs (the 2021-2022 Study), after nearly two years of the COVID-19 pandemic. 

A case study of four state child care and early education licensing agencies’ approaches to working with license-exempt providers.

This resource defines terms used in The Role of Licensing in Early Care and Education products.

This research brief series documents the historical contexts in which the different waves of the NSECE were developed and fielded, and shares important research and methodological advances made possible by the NSECE.

This snapshot presents updated estimates of the 2012 NSECE snapshot that examines the reasons why households engage in CCEE searchers and make CCEE search decisions.

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

The Building and Sustaining the Child Care and Early Education Workforce (BASE) knowledge review series provides an overview of the existing literature and data on CCEE workforce dynamics and offers recommendations for future research and data collection.

This video features parents describing the many factors they consider when looking for child care and early education.