Resource Library

This brief introduces the 13 individuals who served on the CAMPE community advisory board over an 18-month period and provided input on several OPRE research practices, processes, and materials.

This analysis explores the components of and commonalities among child care and early education licensing guidance documents.

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.

Three Strategies to Improve Client Experiences with Social Service Programs.

The 2021—2022 Study of Family and Staff Experiences in American Indian and Alaska Native Head Start FACES Programs: Fall 2021 Data Tables and Study Design

This brief presents and compares licensing administrator, front-line licensing staff, and CCEE provider views of the role of licensing, the role of licensing staff, and licensing regulations.

This literature synthesis organizes and reviews literature related to individual elements and outcomes of child care and early education licensing and identifies gaps and areas for future research.

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. 

This synthesis brief shares early project findings from a literature review, policy scan, and interviews that speak to the complexity of using multiple funding sources in ECE, including the role that Head Start policies and system factors play.

School-Based Human Trafficking Prevention: Key Components and Implementation Considerations for Educators, Staff, and School Leaders summarizes important information for educators, staff, and school leaders who are interested in incorporating human trafficking prevention activities in their schools.