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In the margins: State child care assistance policies on provider reimbursement
National Women's Law Center, March, 2014
Washington, DC: National Women's Law Center.

Several key child care assistance policies--income eligibility limits, waiting lists, parent copayments, reimbursement rates, and eligibility for parents searching for a job--have a significant impact on families' access to help paying for child care, the level of help they receive, and the quality of care. State policies in these essential areas are examined in an annual report by the National Women's Law Center. However, parents' access to affordable, high-quality care is also affected by a number of other state policy decisions. This brief explores some of the policies that determine when states will reimburse for care, including whether they reimburse for care beyond parents' work hours such as during a parent's commute or study time, and whether they reimburse for child care on days when a child is absent from care. (author abstract)

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The 50-state Child Care Licensing Study: 2011-2013 edition
National Association for Regulatory Administration,
Lexington, KY: National Association for Regulatory Administration.

A study of licensing procedures in each state, including licensing practices, regulatory requirements, and operations for family child care providers, group child care homes, and child care centers, based on a survey of state child care licensing agencies, an online database of regulatory requirements, and follow-up contacts with states to verify information in the database

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2013 state of states' early childhood data systems
Early Childhood Data Collaborative, February, 2014
(Publication No. 2014-06). Washington, DC: Early Childhood Data Collaborative.

In July 2013, the ECDC surveyed 50 states and the District of Columbia to assess state early childhood data systems. The survey, completed by state education, health, and social services staff, focused on these three key aspects of state data systems, taken from ECDC's 10 Fundamentals: Do states have the ability to securely link child-level data across ECE programs and to other state data systems, including K-12, health, and social services? Do states collect developmental screening, assessment, and kindergarten entry data to examine children's developmental status and service needs? Do states have an ECE data governance structure designated to support the development and use of a coordinated longitudinal ECE data system? (author abstract)

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Results from the Virginia Landscape: Spring 2011
National Professional Development Center on Inclusion, April, 2011
Chapel Hill, NC: National Professional Development Center on Inclusion.

The purpose of this survey conducted in spring 2011 was to gather information across multiple sectors to produce a descriptive landscape of early childhood professional development (PD) in Virginia. A total of 256 early childhood PD providers responded to the survey (see method section for additional details). These PD providers answered questions about the characteristics of the learners (the who), the content of the PD (the what), and the methods used to promote the acquisition and application of knowledge and skills in practice (the how). (author abstract)

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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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