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Annie D. Schoch; Cassie S. Gerson; Tamara Halle; Meg Bredeson – Office of Planning, Research and Evaluation, 2023
The majority of children from birth to age 5 in the United States regularly attend early care and education (ECE) programs. There are many types of ECE in the United States. Some are publicly funded, such as the federal Head Start and Early Head Start programs and state-funded pre-kindergarten. Others are privately funded community-based…
Descriptors: Child Development, Educational Quality, Early Childhood Education, Child Care
Xue, Yange; Del Grosso, Patricia; Carlson, Barbara – Office of Planning, Research and Evaluation, 2022
Partnerships between Early Head Start (EHS) programs and child care providers aim to increase access to high quality, comprehensive services that meet the needs of infants and toddlers from families with low incomes. Quality in early care and education matters. In prior research, high quality early care and education was associated with better…
Descriptors: Educational Quality, Child Care Centers, Partnerships in Education, Early Intervention
Kirby, Gretchen; Caronongan, Pia; Burwick, Andrew; Monahan, Shannon; Poznyak, Dmitriy; Schulte, Theresa; Lyskawa, Julia; Kelly, Annalee – Office of Planning, Research and Evaluation, 2022
The goals of the Implementation and Cost of High Quality Early Care and Education (ECE-ICHQ) are to (1) produce technically sound, systematic measures of the implementation and costs of education and care in center-based settings that serve children from birth to age 5; (2) produce implementation and cost measures to examine the variation in ECE…
Descriptors: Program Implementation, Measurement, Costs, Educational Quality
Bernstein, Sara; Reid, Natalie; Harrington, Jeffrey; Malone, Lizabeth – Office of Planning, Research and Evaluation, 2022
Head Start is an essential part of the programs and funding streams that provide early care and education (ECE) services to young children in the U.S. Head Start focuses on supporting children and families with low incomes, but also contributes to the broader effort to expand access to high quality ECE for all young children. Programs and…
Descriptors: Low Income Students, Social Services, Federal Programs, Early Childhood Education
Shah, Harshini; De Mond, Ayesha; Monahan, Shannon; Tarullo, Louisa – Office of Planning, Research and Evaluation, 2021
Half of all infants and toddlers receive care in nonparental settings, such as centers and family child care (FCC) homes. On average, infants and toddlers spend more hours per week in care than preschoolers do. Yet infant-toddler care has been identified as lower quality than care for older children, suggesting that professional development (PD)…
Descriptors: Infants, Toddlers, Child Care, Child Care Centers
Harding, Jessica F.; Gleason, Philip; Aikens, Nikki; Malone, Lizabeth; Tarullo, Louisa; Cannon, Judy; Cronquist, Kathryn – Office of Planning, Research and Evaluation, 2021
Research has found that children who attend Head Start for more than one year tend to score higher on cognitive skills at the end of pre-K or at kindergarten entry than children who attend for one year or less (Lee 2011; Wen et al. 2012b; Xue et al. 2016). Although attending Head Start for more years is linked with higher cognitive scores,…
Descriptors: Preschool Children, Federal Programs, Achievement Gains, Language Skills
Anne Douglass; Kathryn Tout; Stephanie Doyle – Office of Planning, Research and Evaluation, 2021
Early care and education (ECE) leaders often consider new content, curricula, and models to include in their quality improvement (QI) toolkit. The Breakthrough Series Collaborative (BSC) centers equity in its approach to engaging staff at all levels in an ECE program. It is a promising approach for center-based ECE programs (with the potential to…
Descriptors: Early Childhood Education, Child Care, Child Care Centers, Educational Quality
Kelly, Mason – Office of Planning, Research and Evaluation, 2020
Office of Planning, Research, and Evaluation's (OPRE's) Division of Child and Family Development (DCFD) is responsible for research and evaluation related to Head Start programs, early childhood development, childcare, child maltreatment, and child welfare services. OPRE's research in the area of child and family development focuses on young…
Descriptors: Child Development, Family Environment, Early Childhood Education, Child Welfare
Paschall, Katherine; Halle, Tamara; Maxwell, Kelly – Office of Planning, Research and Evaluation, 2020
This report provides a descriptive comparison of the early care and education (ECE) landscape across rural, moderate-density urban (suburban), and high-density urban areas. The goal of this comparison was to understand whether ECE availability and characteristics in rural areas differ from those in more densely populated communities. We used…
Descriptors: Early Childhood Education, Child Care, Rural Areas, Child Care Centers
Bernstein, Sara; Bush, Charles; Aikens, Nikki; Moiduddin, Emily; Harding, Jessica F.; Malone, Lizabeth; Tarullo, Louisa; Cannon, Judy; Filipczak, Kai; Lukashanets, Serge – Office of Planning, Research and Evaluation, 2019
Head Start is a national program that promotes school readiness by enhancing the social and cognitive development of children through the provision of educational, health, nutritional, social, and other services to enrolled children and families. The Head Start program provides comprehensive child development services to economically disadvantaged…
Descriptors: Federal Programs, Preschool Children, Economically Disadvantaged, Teacher Characteristics
Moiduddin, Emily; Bush, Charles; Manley, Mikia; Aikens, Nikki; Tarullo, Louisa; Malone, Lizabeth; Lukashanets, Serge – Office of Planning, Research and Evaluation, 2017
This report includes key information on the Head Start Family and Child Experiences Survey 2014-2018 (FACES 2014) study design and a set of data tables presents descriptive statistics for the characteristics of classrooms, teachers, centers, and programs serving Head Start children and families in spring 2015. Data are drawn from the spring 2015…
Descriptors: Federal Programs, Preschool Children, Economically Disadvantaged, Teacher Characteristics
Friese, Sarah; Lin, Van-Kim; Forry, Nicole; Tout, Kathryn – Office of Planning, Research and Evaluation, 2017
Recent federal policy changes have placed new requirements on states to demonstrate and document their efforts to improve access to high-quality early care and education (ECE), and have made clear the urgent need for a shared understanding of this concept. This guidebook was developed to address the need for developing a common understanding and…
Descriptors: Access to Education, Educational Quality, Early Childhood Education, Child Care
Sosinsky, Laura; Ruprecht, Karen; Horm, Diane; Kriener-Althen, Kerry; Vogel, Cheri; Halle, Tamara – Office of Planning, Research and Evaluation, 2016
Approximately half of all children under the age of three in the United States have a regular child care arrangement (nearly 44 percent of infants from birth to 12 months, 52 percent from 12 to 24 months, and 56 percent from 24 to 36 months; NSECE Project Team, 2015). The percentages of infants and toddlers in center-based care increases with age,…
Descriptors: Infants, Toddlers, Best Practices, Child Care