Resource Library

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.

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 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 report summarizes what is known about reflective supervision in early childhood home visiting - including gaps, measures, and strategies - and introduces a conceptual model to guide future work.

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. 

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.

This Fact Sheet aims to address frequently asked questions about how the Clearinghouse rates the design and execution of studies it reviews, describe common reasons why studies may receive low ratings on the design and execution standards, and lay our possible approaches to design and execute studies in alignment with the standards.

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).

The purpose of the Use of Technology to Support Head Start Practice project was to review the knowledge base related to the use of technology to support the practice of early childhood professionals who work directly with children and families. The results were intended to fill a knowledge gap regarding what technologies are currently available to early childhood programs; how practitioners are using these technologies on a regular basis; and the barriers to and facilitators for...

The Early Head Start Research and Evaluation Project began in 1995the same time the Early Head Start Program began…