Resource Library

This report presents a proposed study design that would examine the feasibility and potential benefits of investing time in the We Grow Together Professional Development System for infant and toddler caregivers.

Learn about ExCELS theory of change which is an illustration of what leadership looks like in center-based ECE settings and how leadership by center managers and teaching staff can influence outcomes.

Discover a conceptual model, synthesizes key lessons, and identifies areas for future research regarding the implementation of competency frameworks to improve the knowledge, skills, and attributes of infant/toddler teachers and caregivers, as well as outcomes for programs and systems.

Discover characteristics associated with high center-based workforce turnover from the 2019 National Survey of Early Care and Education (NSECE).

Explore OPRE’s study about Head Start’s response to the COVID-19 pandemic, drawing on a national survey of Head Start grantees, interviews with Regional Program Managers and Head Start Collaboration Office Directors as well as interviews with program directors, teachers, and family service workers.

This infographic uses data from the 2019 NSECE Center-based Provider Survey to describe subsidy receipt for center-based providers.

Fostering Trust with Program Participants and Serving Young Fathers: Highlights from the Third FRAMING Research Technical Work Group on Responsible Fatherhood

Fostering Trust with Program Participants and Serving LGBTQ+ Youth: Highlights from the Third FRAMING Research Technical Work Group on Healthy Marriage and Relationship Education

Discover an overview of trauma and its impact on child care and early education (CCEE), actionable steps to ensure providers use trauma-informed approaches, and guidance for addressing the needs of young children, parents/caregivers, and CCEE providers.

This short-form product is intended to provide examples relevant to state child care administrators on how local, state, and federal CCEE datasets many be used, either singly or in combination, to examine and track progress toward improving equitable access to CCEE.