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Current Filters: State:CALIFORNIA [remove]; Classification:Coordination & Integration [remove];

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Child care, government financing, and the public schools: Lessons from the California Children's Centers
Grubb, W. Norton, 1977
School Review, 86(1), 5-37

A proposal for a funding system to achieve public integration, parent participation and child care facility autonomy goals based on the model of California children's centers

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Collective management of early childhood programs: Approaches that aim to maximize efficiency, help improve quality and stabilize the industry
Stoney, Louise, 2004
Raleigh, NC: Smart Start National Technical Assistance Center.

A report presenting a catalog of collective management approaches currently used by child care services across the United States

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Community voices: Preschool directors speak on policy options: Preliminary findings [Advance copy]
Policy Analysis for California Education (Organization), 2006
Berkeley: Policy Analysis for California Education.

A survey of the directors of preschool programs not funded by school districts in California on program characteristics and their views of increased state control of preschools

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Creating a state strategic plan for integrating services for children using multiple qualitative methods
Wayne, Wendy, January 2008
Maternal and Child Health Journal, 12(1), 15-23

A study of the development of California’s plan for integrating public services for young children

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The financing of California's after school programs: Preparing for implementation of Proposition 49
Naughton, Sandra, 2005
Oakland, CA: Children Now.

A proposal of financial groundwork for California after-school programs in preparation for the implementation of the program funding increases of Proposition 49

Reports & Papers


A framework for choosing a state-level early childhood governance system
Regenstein, Elliot M., May, 2013
Boston: Build Initiative.

An examination and analysis of approaches to state-level early childhood system governance, based on interviews with key informants inside and outside of government in several states

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Framing early childhood development: Strategic communications and public preferences
Gilliam, Jr., Franklin D., 2004
(Building State Early Childhood Comprehensive Systems Series No. 7). Los Angeles: University of California, Los Angeles, National Center for Infant and Early Childhood Health Policy.

An examination of approaches to conveying organizational information, and the role of communications methods in early childhood program planning, implementation, and management

Reports & Papers


John Kingdon's theory at the state level: A look at preschool for all in Illinois and California
Kelly, Branden, 2005
(CROCUS Working Paper No. 5). Washington, DC: Georgetown University, Center for Research on Children in the United States.

A discussion of John Kingdon's federal political theory in the contexts of statewide child care access in Illinois and universal prekindergarten in California

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Relationships between early childhood groups in three states
Duane, Edward A., 1982
Annals of the American Academy of Political and Social Science, 461, 43-52

A study of child care policy making structure in California, Michigan and New York, and a discussion of policy collaborations and conflicts among early child interest groups as well as local, federal, and private agencies

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State early childhood advisory councils: An overview of implementation across the states
National Governors' Association. Center for Best Practices, 2011
Washington, DC: National Governors' Association, Center for Best Practices.

An examination of developments and variation among state early childhood advisory councils, based on a review of state applications for grants provided by the American Recovery and Reinvestment Act (ARRA), as well as updates provided by council leadership

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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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