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Resources & Research

Research and Reports

This report explains the need for and the benefits of a statewide early childhood intermediary organization in Connecticut.

This report explains how early childhood education leads to more successful lives as adults.

Imagine if leaders of all of the agencies and organizations that serve children and youth in your community came together at one table to improve their collective ability to meet the needs of kids. Picture your superintendent talking with your head of libraries, strategizing with your health commissioner, and collaborating with your summer and afterschool providers to create a civic ecosystem that enables all children to thrive. We call this a children’s cabinet.<br />

Data and Racial Equity in Early Childhood Policy Advocacy, Alliance for Early Success Webinar Series, February 17, 2022

The pandemic forced many families to adapt to new work environments and structures, highlighting the flexibility of many workplaces. At the same time, it uprooted an already unstable child care system and disrupted the care many parents rely on no matter where they work from, underscoring the fragility of the system in adapting to change. As we enter the recovery phase, it will be important to understand how work settings are changing and the impact that has on child care demands, especially in the wake of a pandemic that will have a continued impact on the future of work.

This report presents the case for a comprehensive paid leave policy in the U.S.

North Carolina Partnership for Children- Smart Start (NCPC) is a thriving network of 74 nonprofit local partnerships that serve all 100 North Carolina counties. NCPC ensures fiscal and programmatic accountability and coordinates a statewide network to create better outcomes for children and families.

The primary purpose of the LSC systems integration case studies publication is to highlight efforts that have successfully linked two or more systems that serve child victims of maltreatment and/or family violence. These highlighted efforts appear in the form of site profiles that present specific examples of programs that reflect key aspects of the LSC national demonstration project. Each of the sites selected for these profiles provides interventions and exhibits practices that reflect the LSC guiding principles and values.

Council of Chief State School Officers (CCSSO) and National Governors Association (NGA) analyzed emerging state efforts to accelerate student learning this summer and during the 2021-22 school year. We reviewed available state plans, websites, media reports and gubernatorial State of the State addresses for most states.1 Because each state is at different stages in their planning, in many cases, the documents reviewed were initial drafts, plan outlines (with specifics still being developed) or the first in a series of resources being developed.

This report examines the benefits of universal home visiting programs, using Family Connects as a model.

This report examines wage inequality in Connecticut's labor market.

In order to produce comprehensive, nationally comparative data on the child care gap, BPC originally set out to map child care access in all 50 states. However, when the coronavirus pandemic prompted stay-at-home orders in March, BPC halted their original research design. This report and accompanying interactive maps represent the results from 25 states.

The pandemic relief funding that early childhood received in the CARES, CRSSA and ARP acts pales in comparison to the amount that went to public schools. The SERVE Center in NC has just released a brief that offers information about the allowable uses of funds as well as the continued need and multiple opportunities to prioritize early childhood education to ensure the youngest learners and their families are supported and included in all local education planning

The Child First training curriculum integrates several major training components. Only those integral to this crosswalk are listed: (1) A Learning Collaborative, for new or major expansions of replication sites, (2) Staff Accelerated Training (STAT) for new staff at already existing affiliate sites, (3) Clinical Supervisor Training, and (4) Distance Learning, which is completed by staff in between the Learning Sessions/STATs.

The Community Systems Development Toolkit supports the hands-on implementation of collaborative systems work at the local level, providing resource tools that cover the full spectrum of community systems and coordination work.

This report discusses the promotion of the emotional well-being of children in CT.

Governors and leaders of health care systems have made it clear that child care is an ``essential service,” without which we will not be able to effectively respond to this pandemic. Given that reality, state and federal governments are obligated to support its continued existence across states and settings, including programs who support families with child care subsidies, and those who do not.

Since the beginning of the pandemic, Congress has approved over $52 billion to support the child care system through the Coronavirus Aid, Relief and Economic Security (CARES) Act; the Coronavirus Response and Relief Supplemental Appropriations (CCRSA) Act; and most recently through the American Rescue Plan Act (ARPA). While these funds have focused on stabilizing this essential industry, the various pots of child care funding in ARPA — in addition to annual federal Child Care and Development Block Grant (CCDBG) funds and any state funds — provide a unique opportunity to lay the foundational infrastructure that centers racial equity to transform the child care system as we know it.