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ERIC Number: ED538051
Record Type: Non-Journal
Publication Date: 2012-Oct
Pages: 7
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
State Child Care Policies for Limited English Proficient Families
Firgens, Emily; Matthews, Hannah
Center for Law and Social Policy, Inc. (CLASP)
The Child Care and Development Block Grant (CCDBG), the largest source of federal funding for child care assistance available to states, provides low-income families with help paying for child care. Studies have shown that low-income LEP (limited English proficient), as well as immigrant families, are less likely to receive child care assistance. Under CCDBG, every two years states are required to submit plans describing how they will use CCDBG funds to help low-income families access child care and improve the quality of child care for all children. The most recent set of CCDBG state plans for FFY 2012-2013 offer insight into how states' activities and policies are targeted toward LEP and immigrant families, children, and providers. The newly revised State Plan includes sets of questions covering state strategies for serving LEP families. This paper provides summaries of state responses to questions about engaging with LEP families and providers and better serving them through state child care assistance programs. Information in this paper is not meant to be representative of all state initiatives toward these groups. They recognize that some states may be conducting initiatives either through CCDBG funding or other funding sources, but may not have explicitly mentioned these activities within their FFY 2012-2013 plan. While details are limited, the state-reported activities provide an outline of the current and future activities states plan to undertake to support LEP families, children, and providers in accessing and providing high-quality child care. (Contains 12 endnotes.)
Center for Law and Social Policy. 1015 15th Street NW Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org
Publication Type: Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for Law and Social Policy