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First 10, a project of Education Development Center, focuses on coordinated, cross-sector efforts to improve teaching, learning, and care during the first decade of children’s lives. This blog explores how First 10 Transition to Kindergarten communities are funded, how they are advancing equity by using this funding to support children and families who live in low-income households, and how some partnerships are combining First 10 with anti-racism efforts.
This engaging webinar and panel explores what it will take to make Summer 2022 successful. Panelists shared out information on evidence-based practices like attendance, duration, site climate, and staffing. Program directors had tips on summer planning, designing a balanced program to support whole child needs, and partnerships with school and community.
This webinar series is sponsored by the Bipartisan Policy Center. There are nearly 3 million American Indian/Alaska Natives (AI/AN) living in the United States. However, too often the needs of tribal communities are an afterthought to Congress and policymakers. The first webinar includes a former Senator from ND and a professor on tribal issues to explore current disparities in children's services and ways to close these disparities. The second webinar features public officials from MN on model tribal-state collaboration; the link is here. The third webinar is on tribes and states working together and features speakers from OR and NM; the link is here. The fourth webinar highlights best practices at Salish Kootenai College Tribal Child Care Center in Pablo, Montana; the link is here.
This resource supports equity.
This report by Prenatal to Five Fiscal Strategies provides a detailed summary of the process and the findings from New Mexico's cost study and cost estimation model in their effort to inform subsidy rate setting. The report shares cost of quality across age ranges, including school-age, and levels of quality in QRIS. Findings include that current subsidy rates are insufficient to cover the true cost of quality, and that program financial viability increases when serving mixed-age groups.
The unique needs and challenges for families needing Out-of-School Time (OST) child care are often unknown or overlooked. Their needs vary much more than they do for younger children due to the challenges created by balancing work schedules with school schedules.
This tip sheet is designed to help Child Care and Development Fund (CCDF) lead agencies and other policymakers reflect on current policies and practices and how they impact access to high-quality child care for school-age children, and it offers additional ideas for promoting more equitable outcomes in child care systems.
This resource is available in Spanish.
On March 24, 2022, the National Center on Afterschool and Summer Enrichment hosted “Summer: The Great Equalizer” webinar to highlight the importance of addressing the summer learning loss experienced by children who do not have access to high-quality summer programs.
During the webinar, participants had the opportunity to learn about and share examples of state and local initiatives that support equitable access to summer learning and enrichment opportunities. They explored the NCASE System Summer Learning Planning Guide designed to support Child Care and Development Fund (CCDF) lead agencies as they work collaboratively with other agencies and organizations to plan for and implement quality summer programming. The webinar also highlighted the importance of consumer education websites in helping families find summer programs that meet their needs.
During the school year, children in both affluent and historically marginalized student groups benefit from learning resources that are available due to access to public education. However, during the summer, a phenomenon referred to as “summer learning loss” or “summer slide,” which is the loss of academic skills and knowledge over the course of summer vacation, is experienced by students from lower-income households. High-quality summer programs can be the great equalizer as these programs support academic, social, and emotional learning and development in safe and supportive environments.
This guide provides steps towards quality, accessible summer programming through a four-part annual quality improvement cycle known as PEAR: Plan, Execute, Assess, and Reflect. It also includes six domains, each with specific indicators, to consider when building and assessing an effective summer learning system.
This webinar by BUILD and QRIS National Learning Network provides an overview of changes made to the Quailty Compendium which captures changes in Quality Improvement Systems (QIS) in 45 states. Panelists also review how systems are adapting to build a more equitable system for children, families, and providers and features examples from MI and ID.
The intent of this report by Child Trends is to build understanding of equity issues that have impacted early childhood education from a historical perspective between 1400 and the present day. It answers the question: How can racial equity be centered in policy and advocacy to support compensation, preparation, and standards? It provides a research-to-action plan on how to advance racial, economic, and social justice in policies and practices. This resource supports equity.
The Urban Institute created this fact sheet to provide a summary of previous research on changing subsidy policies and procedures. It spells out seven ways states can make child care more accessible and equitable for families and more efficient for agencies. This resource supports equity.