This report synthesizes information on State policies that connect professional development activities and support effective implementation of a state system of professional development in early care and education. It was designed for state policy makers, early education advocates, and program administrators working to connect professional development activities and initiatives into an integrated system. The report highlights principles and six policy areas that build or sustain an integrated system of professional development.
This planning tool provides a matrix for examining financing strategies by looking at their advantages and ways to enhance them, disadvantages and ways to mitigate them, and other possible benefits.
This report analyzes funding for children from birth through age 8 in Michigan to capture the transition from the early childhood system to the school-age system. It provides an account of federal, state, and private expenditures supporting children and their families in fiscal year 2010 and identifies how recent economic challenges have affected the early childhood system in Michigan.
This brief provides a process and model for estimating the current cost of early care and education and the marginal cost of raising the quality of the system. The authors argue that estimating the cost of high-quality early care and education programs and systems involves looking critically at three distinct cost categories: direct service costs, infrastructure costs, and capital costs. The brief provides a roadmap for the process of evaluating these factors, as well as menus of items to consider in defining and estimating the cost of higher-quality systems of early care and education.
This issue brief provides an overview of shared services alliances in early care and education. Shared service alliances are networks of small early care and education centers and family child care homes within a community that share costs and receive a set of administrative and program services provided by a hub. This issue brief discusses how this approach can improve services and thereby benefit children and families.
This paper argues that current approaches to early childhood research, policy development, and investment are too narrow and only address one aspect of the entire system. It advocates for a broader approach that focuses on systemic reform, universal access, improved quality, accountability, increased respect for the value of children and the families who raise them, and increased public investments in services and leadership. The paper culminates with a concrete proposal for reforming the early childhood system.
This brief summarizes best practices and provides resources related to sustaining statewide longitudinal data systems. It is based on a four-part framework for sustainability: stakeholder support, ensuring widespread use, financial support, and return on investment. Companion resources include a sustainability planning tool and a sustainability self-assessment.
This tool is designed to help States and Territories understand current investments and target resources for professional development systems and initiatives that result in a well-qualified early childhood and school-age workforce. It generates data analyses related to workforce qualifications and professional development investments, defines and categorizes workforce investments, and estimates annual costs to advance the workforce from one level of qualification towards the next.
This online tool is designed to help state administrators determine costs of implementing all elements of a quality rating and improvement system and explore scale-up options. The tool can be used to estimate the cost per year of phasing in such a system, the cost of certain elements, or the overall cost of a fully implemented system.
This tool provides advice and guidance on fiscal mapping, a research approach for systematically identifying and analyzing expenditures. This tool draws upon selected examples of fiscal mapping research by statewide afterschool networks that track funding for out-of-school time programs.