This report provides an overview of policies for Home-Based Child Care (HBCC). Child Trends scanned all 50 states and D.C. to explore HBCC policies on licensing, subsidy, QRIS, and funding. The goal of the report is to highlight states that might be good case studies for supportive policies for HBCC.  

This report describes the state of afterschool coordination in a set of 75 large U.S. cities seven years after they were first surveyed in 2013. It focuses on three components: a designated coordinating entity, a common data system, and a framework or set of standards for program quality. The report found that most cities sustained their systems, and that the proportion of cities that had adopted all three system components increased from 29% in 2013 to 40% in 2020. 

The American Institutes for Research updated their landscape scan of state afterschool networks to find out which states have developed various quality supports. The summary shows which states have or are in process with their quality standards, quality assessment tools, core knowledge and competencies, aligned professional development, credential systems, QRIS, and skill-building initiatives. The resource also includes a summary table.

Based on interviews with 20 experts about strategies to support the child care workforce, this report presents a set of 19 diverse state and local policies strategies to build a stronger and more equitable workforce. It includes strategies in response to the pandemic crisis and ways to maximize impact through contracts, expanding family child care (FCC) networks, and shared services. It also identifies ways to drive equity-based systems change by reviewing licensing and QRIS, and through more diverse leadership.

This resource supports the COVID-19 response.

This report provides a seven-step equity and inclusion framework for understanding different dimensions of racism. It addresses how to identify and analyze the root causes of racial inequities and how to establish shared values and a common understanding to advance and embed race equity and inclusion in an organization.  

The Aspen Institute's Roundtable on Community Change summarizes what the participants of the Racial Equity Leadership Development Program learned about how to navigate the terrain and take leadership around race. The strategies are especially for those who want to play more of a role in promoting racial equity but aren't sure where or how to begin.

This report explores early lessons learned from a three-pronged study of cross-sector collaborations for education: historical development of cross-sector collaborations, samples of collaborations, and this summary of comparative case studies. It describes issues of governance, leadership, funding, data use, and outcomes with an in-depth look at collaborations in Buffalo, Milwaukee, and Portland/Multnomah County and five additional locations. Collaborations are showing some early success and will require more time to expand goals and go to scale on successful strategies.  

This report shares evaluation findings from 2017 of the longer-term impacts of a summer learning project in five school districts: Boston, Dallas, Duval County in Florida, Pittsburgh, and Rochester. It explores the effects of two consecutive summers of voluntary, full-day programming for at least 20 days three school years after the second summer of programming. While high attendees performed better on math, language arts, and SEL scores in 2014, the benefits were not statistically significant in 2017, but still educationally meaningful.  

This report summarizes survey data collected in 2020, both before and during the pandemic; it is the fourth survey, preceded by findings from 2004, 2009, 2014. There are five major findings: (1) unmet demand is up 60 percent since 2004; (2) demand is surging; (3) barriers like affordability, availability, and transportation block participation; (4) inequities are evident; and (5) support for public funds is strong. Beyond the report, there is also analysis of national and state-level data, a fact sheet, and media resources.

The report and executive summary review lessons learned from the first two years of the Partnership for Social-Emotional Learning Initiative (PSELI). Findings are based on  surveys, interviews, and observations from 38 partnerships in 6 sites about the barriers and solutions to school-OST partnerships on SEL. Findings include the need to build adult SEL skills, set aside staff time for communication and for implementing SEL activities, and to formalize practices so they are maintained regardless of staff turnover.