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Identifying Ways for the Massachusetts Department of Early Education and Care to Support Children's Stable Access to High Quality Early Education and Care through Use of Subsidies [Phase I]

Description:
Decades of research have demonstrated the potential benefits of children's participation in high quality early education programs (Camilli, Vargas, Ryan, & Barnett, 2005; Yoshikawa et al., 2013). Subsidized access to early childhood education and care (ECEC) as funded by the Child Care and Development Block Grant (CCDBG) provides states an opportunity to ensure that children most at risk due to poverty, homelessness, and family instability have stable access to high quality ECEC. Policy research suggests that access is often inconsistent, with children frequently cycling in and out of care and moving from provider to provider (Lowe, Weisner & Geis, 2003; NCCP, 2002). Families that demonstrate the most need, with lower parental education, more unstable jobs, and lower incomes, are often the ones showing the greatest instability in access and care arrangements (Ha, Magnuson, & Ybarro, 2012). This grant has provided the Department of Early Education and Care (EEC) in Massachusetts an opportunity to plan an evaluation of policy changes to meet the requirements of the CCDBG Act of 2014 that may improve stability of access and care. As part of the planning process, EEC was particularly interested in understanding the stability patterns of different groups of families and also in understanding the quality of programs participating in the subsidy system and the enrollment stability experienced by these programs. The descriptive data generated by this study has supported the planning of an evaluation to consider the impacts of recent policy changes on both stability of access and care for children and enrollment stability for programs.
Resource Type:
Administration for Children and Families/OPRE Projects

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