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21st Century Community Learning Centers: A foundation for progress
Afterschool Alliance, 2006
Washington, DC: Afterschool Alliance.

A description of the programs implemented through the use of federal funds supplied through the 21st Century Community Learning Center (CCLC) initiative

Fact Sheets & Briefs


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Adopting innovation in early childhood education: The Child-Parent Center Program
Reynolds, Arthur J., 2000
Young Children, 55(2), 84-88

An overview of the Chicago Child-Parent Center model, with arguments for the national adoption of a similar program

Reports & Papers


Analysis of Race to the Top: Early Learning Challenge application section on "sustaining effects into the early elementary grades"
Ounce of Prevention Fund (Chicago, Ill.), June, 2012
Chicago: Ounce of Prevention Fund.

An examination of proposals to promote continuity and coordination of early learning with the early elementary grades in 18 state Race to the Top Early-Learning Challenge applications

Other


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Back to basics: Essential components of an American early care and education system
Kagan, Sharon Lynn, 2001
Albany, NY: Winning Beginning NY.

An exploration of the elements required to create a quality system of early childhood education and care services in the United States

Other


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Birth through age eight state policy framework
Alliance for Early Success, October, 2013
Leawood, KS: Alliance for Early Success.

A summary of a coordinated birth through age 8 policy framework

Fact Sheets & Briefs


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''Bite off only as much as you can chew'': Gambia's policy for early childhood
Choi, Soo-Hyang, 2006
(UNESCO Policy Brief on Early Childhood No. 34). Paris: United Nations Educational, Scientific and Cultural Organisation.

Excerpts from an interview with a government official and a college administrator on efforts to develop a sustainable national early childhood policy for Gambia

Fact Sheets & Briefs


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Blurring the boundaries: Local collaborations among Head Start, preschool, and child care programs
Sandfort, Jodi R., 2001
Policy & Practice of Public Human Services, 59(1), 18-23

A discussion of trends in the partnerships between local Head Start, child care and other early childhood education and care programs, with strategies for using public policy to facilitate the creation of local partnerships

Other


Build the future: Take early learning to a new level: The governor’s office
Association for Children of New Jersey,
Newark, NJ: Association for Children of New Jersey.

A discussion of the need of the creation of an Office of Early Learning within the Governor’s Office, the highest level of state government, to promote early childhood education and optimal children’ outcomes

Fact Sheets & Briefs


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Building bridges: A comprehensive system for healthy development and school readiness
Halfon, Neal, 2004
(Building State Early Childhood Comprehensive Systems Series No. 1). University of California, Los Angeles, National Center for Infant and Early Childhood Health Policy.

A presentation of a set of principles that states can use to advance their planning process, reach out to new partners, develop collaborative strategies, and build a foundation for the implementation phase of the State Early Childhood Comprehensive Systems (SECCS) initiative

Reports & Papers


Building comprehensive state systems for vulnerable babies: A resource for state leaders
Center for Law and Social Policy, January 2011
Washington, DC: Center for Law and Social Policy.

An examination of strategies for states to develop comprehensive early childhood systems for infants and toddlers through policy and service coordination

Fact Sheets & Briefs


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Building the foundation for bright futures: Final report of the NGA task force on school readiness
National Governors' Association, 2005
Washington, DC: National Governors' Association.

A discussion of the actions that governors and states can take to support families, schools, and communities in their efforts to ensure that all children start school ready to reach their full potential

Other


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Building the foundation for bright futures: Final report of the NGA task force on school readiness: Executive summary
National Governors' Association, 2005
Washington, DC: National Governors Association

A discussion of the actions that governors and states can take to support families, schools, and communities in their efforts to ensure that all children start school ready to reach their full potential

Executive Summary


Building the foundation for bright futures: A governor's guide to school readiness
National Governors' Association. Center for Best Practices, 2005
Washington, DC: National Governors' Association, Center for Best Practices.

A discussion of the definition of school readiness and the issues and steps involved in making and implementing state school readiness policies

Other


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Building integrated professional development systems in early childhood: Recommendations for states
National Professional Development Center on Inclusion, May, 2010
Chapel Hill, NC: FPG Child Development Institute.

Recommendations for the development of an integrated early childhood professional development system

Fact Sheets & Briefs


Building momentum--taking action: Southern states collaborate on child care financial aid and quality initiatives
Southern Regional Initiative on Child Care, 2002
Columbia, SC: Southern Institute on Children and Families.

A summary of efforts to implement the Southern Regional Task Force on Child Care Action plan to improve access to child care assistance for low income families in the South, based on a survey of Task Force members and summaries of a regional child care forum and state site visits

Reports & Papers


Building ready states: A governor's guide to supporting a comprehensive, high-quality early childhood state system
Demma, Rachel, October, 2010
Washington, DC: National Governors' Association, Center for Best Practices.

A discussion of state early childhood system-building and of six actions governors can take to promote system development

Other


Building ready states: A governor's guide to supporting a comprehensive, high-quality early childhood state system [Executive summary]
Demma, Rachel, October, 2010
Washington, DC: National Governors' Association, Center for Best Practices.

A summary of a discussion of state early childhood system-building and of six actions governors can take to promote system development

Executive Summary


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Building a strong and equal partnership between childcare and early childhood education in Canada
Friendly, Martha, June, 2008
International Journal of Child Care and Education Policy, 2(1), 39-52

An overview of the legislation and the pilot implementation of integrated full-day early learning for 4- and 5-year-olds in 2007 in Ontario, Canada and related challenges that include the merging of public kindergarten with market-driven child care, financing, maintaining stability in paid child care for younger children, staffing issues, and the management of the integration

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Building strong rungs to build sturdy ladders: The status of preschool-3rd grade systems in New Jersey
Rice, Cynthia, January 2007
Newark, NJ: Association for Children of New Jersey.

Findings from a study of New Jersey’s attempts at aligning preschool through third grade education (P-3) to insure continuity for students

Fact Sheets & Briefs


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Building & supporting an aligned system: A vision for transforming education across the pre-k-grade three years
National Association of Elementary School Principals Foundation, 2011
Alexandria, VA: National Association of Elementary School Principals Foundation.

A discussion of policies and practices to align early childhood and elementary education in a high-quality prekindergarten through third grade system

Other


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Caring and learning together: A cross-national study of integration of early childhood care and education within education
Kaga, Yoshie, 2010
Paris, France: United Nations Educational, Scientific and Cultural Organisation.

An exploration of strategies for the integration of early childhood education and care into the educational systems of 9 countries in Europe and South America

Reports & Papers


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A case study of the Massachusetts Department of Early Education and Care
Strategies for Children, April, 2008
Boston: Strategies for Children.

A study of the creation, development, and impact of the Massachusetts Department of Early Education and Care during its first two and a half years, based on interviews with public and private educators and program providers, legislators, policymakers, business leaders, early education experts, and other stakeholders

Reports & Papers


A case study of the Massachusetts Department of Early Education and Care: Executive summary
Strategies for Children, April, 2008
Boston: Strategies for Children.

A summary of a study of the creation, development, and impact of the Massachusetts Department of Early Education and Care during its first two and a half years, based on interviews with public and private educators and program providers, legislators, policymakers, business leaders, early education experts, and other stakeholders

Executive Summary


CCDF and 21CCLC state efforts to facilitate coordination for afterschool programs
Afterschool Investments Project, 2004
Washington, DC: Finance Project.

A comparison of the Twenty-first Century Community Learning Centers and the Child Care and Development Fund (CCDF), with a discussion of ways to combine these funds to support afterschool programs.

Other


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Challenges and opportunities in after-school programs: Lessons for policymakers and funders
Grossman, Jean Baldwin, 2001
Philadelphia: Public/Private Ventures.

An exploration of the incorporation of after-school programs into public buildings, based on an evaluation of the Extended-Service Schools (ESS) Adaptation Initiative of 60 programs in 17 cities across the United States

Other


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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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