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Noting that child care licensing is the first line of protection for children in out-of-home child care settings in the United States, this issue of NCEDL Spotlights summarizes research findings relating various program characteristics to program quality and provides recommendations for state licensing requirements and funding policies. The issue summarizes research findings related to: (1) child-to-staff ratio and group size; (2) staff turnover and compensation; (3) staff education and training; (4) director competence; (5) design and maintenance of the physical environment; and (6) relationships and activities. Recommendations for states include: (1) hiring more licensing staff to adequately enforce standards; (2) raising their standards to reduce the risk of harm to children; (3) requiring staff training specific to the age group served; (4) requiring directors to have management and child development training; (5) requiring substantial annual training with college credit for all child care workers; and (6)raising preservice qualifications. Recommendations related to funding policies include establishing fiscal standards and monitoring for subsidized care not covered by licensing, paying higher rates for higher quality care, and withdrawing subsidy from programs with records of repeated noncompliance. (KB)

This follow-up of the Cost, Quality, and Child Outcomes in Child Care Centers Study examined the long-term influences of child care experiences on children through elementary school. In the initial 1993 study, 828 children in 176 centers in North Carolina, California, Colorado, and Connecticut were followed from their 3-year-old year in child care through the end of second grade to examine relations between preschool child care quality and children's language, cognitive, and social development. This follow-up gathered school records and parent survey data on 339 children through the end of elementary school to examine longer-term indicators of school success, with this paper focusing on findings from the parent survey. Findings indicated that most parents reported that their children were performing well. Maternal education moderated the associations between child care quality and outcomes, indicating greater long-term effects for children of mothers with lower education levels. Teacher-child closeness was related to elementary school adjustment over time, with stronger effects for children of mothers with lower educational levels. Quality of preschool classroom practices predicted later school adjustment by sixth grade for children of mothers with lower educational levels, while there were no differences on the basis of preschool quality for children of mothers with higher educational levels. School adjustment scores for children of mothers with lower educational levels who experienced higher quality child care were similar to those of children whose mothers had higher levels of education. (Contains 17 references, 4 figures, and 1 table.) (KB)

Although the demand for child care in the United States has risen over the past 40 years, the supply of good quality child care remains both limited and costly, and the supply of well-trained and adequately compensated workers remains low. This study reviewed how advocates have moved the issue of child care worker compensation forward in the public policy arena in Georgia, Massachusetts, and Washington. The research addressed how the issue of improving child care worker compensation is defined or framed, identifies the key advocates in this policy area, describes the strategies used to promote better compensation for child care workers, and details the types of competition and tensions occurring when the compensation issue is raised. Information was compiled from several sources, including 80 personal interviews with representatives from government, business, the nonprofit sector, and child care providers. Among the major findings are that the robust economy of the late 1990s created a favorable environment to discuss worker compensation issues. Quality of care was the overarching policy message used in all three states. In each state, one or two initiatives were most prominent in worker compensation advocacy. A key individual or organization emerged to provide leadership for the issue. Several unions have been active in bringing attention to compensation issues. Each state developed a distinct structural arrangement and advocacy model to promote the issue. Competition was evident among groups in all three states, although the types of tensions varied. Implications for advocacy relate to increasing public awareness, building a broad and diverse constituency beyond child advocacy groups, developing concrete proposals, and seeking a steady stream of funding. The interview guide is appended. (Contains 34 references.) (KB)

This report and policy brief synthesizes findings from five reports on the experiences of low-income parents, child care providers, and state child care systems in Illinois, Iowa, Maine, Texas, and Washington. In recent years, there has been increased national funding for child care but deteriorating economic conditions that could jeopardize programmatic gains. The number of families and children receiving subsidy assistance has increased substantially since 1996, as has the number needing assistance, and demand is outstripping supply. Low-income families with subsidies are more likely to access formal and regulated child care than their unsubsidized peers, but low payment rates and insufficient supply of necessary and appropriate child care may limit their ability to access a broad range of care. Although most subsidized children receive care in licensed settings, there is little information about the quality of these settings, and even less information about the quality of license-exempt and informal child care settings. Recent increases in funding may have helped low-income families afford higher quality care. Recommendations for federal policymakers in the areas of funding, quality, administrative barriers, access to a broad array of care, and data collection are presented. An appendix includes executive summaries of the five reports. (SM)

Studies of nearly a dozen welfare programs were reviewed to determine the effects of welfare policies on children and youth and to identify issues requiring consideration during reauthorization of the Temporary Assistance for Needy Families program. The following were among the key findings: (1) the school achievement of elementary school-age children are improved by welfare programs that increase both parental employment and income by providing earnings supplements to welfare recipients when they go to work; (2) programs that mandate participation in employment-related services typically increase parental employment but not income and have few short- or long-term effects on elementary school-age children; (3) although time-limited welfare programs can be implemented in ways that avoid widespread harm for elementary school-age children, the combination of earnings supplements with short time limits on welfare may reduce the positive effects that such supplements bring to children; (4) adolescents' school achievement and progress have been negatively affected by their parents' participation in both voluntary and mandatory programs promoting work and programs with and without time limits on benefit receipt; and (5) some evidence suggests that the observed negative effects on adolescents result from "child care problems" associated with maternal employment. (Contains 11 endnotes and 6 references.) (MN)

This brief summarizes the report, "Getting and Retaining Child Care Assistance: How Policy and Practice Influence Families' Experiences," examining subsidy policies and practices that affect subsidy utilization, including those that affect every interaction the parent has with the subsidy agency and those that affect the ease of applying for, and retaining, subsidies. Information comes from interviews with state and local child care administrators and key experts and from focus groups with caseworkers, parents, and providers in 12 Assessing the New Federalism states. Research occurred between 1999 and 2000. Results indicate that many subsidy policies and practices make it difficult for low-income eligible families to access and retain child care subsidies. Barriers include interactions with caseworkers, general office practices and accessibility, use of multiple agencies, and the eligibility recertification process. Subsidies can be complex to access and obtain. Various practices may inadvertently undercut several fundamental goals of the child care subsidy system, including supporting work, reducing welfare receipt, and promoting stable child care. They may contribute to lower subsidy usage and higher subsidy turnover rates. Yet a number of sites have policies and practices that support access and retention, and states and localities have the freedom to implement such strategies in the current federal context. (SM)

This report examines what factors, besides funding and eligibility, affect whether eligible low-income parents who know they can get a child care subsidy actually use one. Data come from subsidy agency administrators, child care experts and caseworkers, parents, and providers at 17 sites in 12 states in 1999 as part of a case study project. This report examines subsidy policies and practices that may affect the utilization patterns of eligible parents who want to apply for, or who already receive, subsidies. Results indicate that there are many subsidy policies and practices that make it difficult for low income eligible parents to access and retain the child care assistance they need in order to work. Eight chapters examine: (1) "How Parents Experience the Subsidy System: Overarching Administrative and Structural Factors"; (2) "Initial Access to the Child Care Subsidy System"; (3) "Retaining Assistance during the Recertification Process"; (4) "Retaining Child Care Assistance after Leaving Welfare"; (5) "Retaining Assistance through Changes in Employment Circumstances"; (6) "Retaining Subsidies during Changes in Child Care Providers"; (7) "The End of the Process: Termination from the Subsidy Program"; and (8) "Conclusions." Study data are appended. (Contains 33 references.) (SM)

Focus groups of adult learners and some nonlearners in the English counties of Worcestershire and Herefordshire were convened to gather information about local adults' attitudes toward and experiences of further education courses. The focus groups examined how people hear about courses, why they join courses, what factors prevent people from completing courses, and why people choose to keep attending a course and enroll in additional courses. The findings were synthesized into conclusions and recommendations intended to help policymakers and practitioners attract more learners to adult courses and enable more people to complete courses successfully. The following were among the key findings and recommendations: (1) because most people hear about courses through word of mouth, engaging with community and workplace networks and supporting people in such networks with realistic, up-to-date information is important; (2) taster events are a useful way of publicizing courses; (3) guidance must become an integral part of the publicity procedure; (4) courses must be tailored to suit diverse needs; (5) holding courses locally is key to attracting learners; (6) learners would welcome workplace learning and leisure courses; (7) transportation, child care, and low course fees are key to course enrollment and completion; and (8) courses on all levels of education are needed at the local level. (MN)

In the year 2000, the Southern Regional Task Force on Child Care was formed with representatives from 16 southern states and the District of Columbia as well as appointments from the Southern Institute on Children and Families and the Southern Growth Policies Board to collaborate in developing an action plan to improve access to child care assistance for low-income families in the southern region of the United States. This report details the work of that Task Force since its inception, including the receipt of testimony from professionals and others, the conduct of state surveys related to subsidy system policies and procedures and plan implementation, identification of barriers to child care financial assistance, development and implementation of the Action Plan, state site visits, and a regional forum. Chapter 1 serves as an introduction, summarizing the Task Force's areas of activity. Chapter 2 outlines the state site visit activities and discusses identified issues. Chapter 3 presents findings of a survey to identify the extent to which participating states have implemented the Action Plan and includes a table delineating implementation for each action step for each state. Chapter 4 highlights information presented at the Southern Regional Invitational Forum on Child Care related to the child care initiatives in participating states, barriers to implementation of the Action Plan, and opportunities for replication. Chapter 5 describes the Task Force's initial work in the area of child care program quality, and chapter 6 outlines plans to address child care quality improvements, as well as other activities planned by the Southern Regional Initiative on Child Care during 2002. The report's four appendices include: the text of the Action Plan To Improve Access to Child Care Assistance for Low-Income Families in the South; a summary chart of an analysis of legal issues; state survey contacts; and participant contacts for the regional forum. (KB)

This report presents findings of a survey study examining the efforts of southern states and the District of Columbia to implement the goals and action steps of the Action Plan to Improve Access to Child Care Assistance for Low-Income Families in the South. Surveys were sent to the members of the Southern Regional Task Force on Child Care, appointed by the governors of 16 southern states and the mayor of the District of Columbia. Florida's response was not received in time for publication; Delaware did not participate in the survey because their position to the Task Force was vacant; and Virginia declined to participate. The report includes a copy of the survey introduction and instruction as well as a chart displaying the results of state implementation. The findings are reported as "action step completed,""action taken toward goal," or "no action reported." The goals relate to: (1) funding for direct child care assistance; (2) broadening child care eligibility and subsidy policies; (3) aggressively implementing outreach initiatives; (4) maintaining uncomplicated and family friendly child care application and redetermination processes; (5) establishing a coordinated, seamless eligibility system; (6) establishing customer service outcome goals and setting standards to ensure respectful treatment for families; (7) designing the subsidy system; (8) creating partnerships with employers; (9) providing child care assistance through federal and state tax laws; and (10) having an effective, coordinated system to guide policy decisions and direct use of resources. The bulk of the report presents the survey feedback for each state and the District of Columbia. Information provided for each state includes the name and contact information for the individual completing the survey. (KB)

Licensing is the first line of protection for children in out-of-family child care settings in the United States. The highest level of program quality assurance available to most parents is through accreditation systems, which are intended to identify high quality programs. This research and policy brief, a quarterly synthesis of issues addressed by investigators and affiliates of the National Center for Early Development and Learning, examines the state of knowledge of regulation in the United States. The brief explores why regulation is currently an issue, and what research says about regulatable elements of quality in child care. The brief also summarizes what is known about state licensing, and offers recommendations in the areas of licensing, funding, and research to improve child care regulation in the United States. A chart provides salient characteristics of licensing regulations for each of the states. Also included is a fact sheet summarizing findings in the larger report. (Contains 47 references.) (HTH)

This document provides supplementary information to accompany the Foundation for Child Development--supported book "America's Child Care Problem: The Way Out," published by St. Martin's Press (2002), which provides an in-depth look at the child care industry, identifying crucial problems such as the quality of care. Presented in five parts, this unpublished companion document addresses the following topics: (1) "Care for Children with Special Needs"; (2) "Protecting Children's Health and Safety"; (3) "Comparison of Studies of Quality for Center, Head Start, and Family Child Care Programs"; (4) "Comparison of Child Care Accreditation Systems"; and (5) "Training Designs for Child Care Workers." Each part contains reference notes. (KB)

This paper reflects upon the policy development and implementation of integrated or coordinated services of early childhood education and care (ECEC) within a systemic perspective, focusing on issues of relevance to both developed and developing countries. The paper is divided into four parts: (1) issues related to ECEC's cultural and historical background; (2) the paradigm shift toward integrated or coordinated ECEC systems; (3) practical issues of coordination and integration related to policy and program implementation; and (4) trends, benefits, and concerns regarding the process of integration. The paper illustrates the historical context that creates in most countries a split provision between the welfare and education systems, with child care the responsibility of the family and education provided by the state for children over 3 years of age. The paper maintains that in most countries the current ECEC status reflects a transitional phase calling for a reexamination of the public/private tensions in this policy area and making their way toward a view of ECEC as a shared responsibility. A model is proposed based on a partnership between families and the state as well as a new definition of integration in ECEC highlighting the attitudinal changes regarding the state's role in educating and socializing children. The paper calls for universal ECEC provision integrated under one auspice and built on the premises of quality, continuity, flexibility, diversity, and an inclusive approach. Such provision requires cooperation from ECEC practitioners, an integrated curriculum, qualified staff, a centralized implementation framework, parent involvement, and strong public financing. Ways for avoiding the risks associated with reforming ECEC are explained. (Contains 17 references.) (KB)

This document uses a school report card format to present information on the current well-being of Kansas' children. "Grades" are based on 17 indicators of well-being in five areas: (1) safety and security (violent crime, child abuse and neglect, and childhood poverty); (2) health (early prenatal care, low birthweight, infant mortality, and immunizations); (3) education (high school completion, achievement scores, and school readiness); (4) teen years (teen birth rate, substance abuse, and teen violent death); and (5) child care (quality, cost to parents, capacity, and resource and referral). Findings indicate that the rates of violent crimes and teen homicide continue to improve. The rate of substantiated child abuse and neglect worsened. Childhood poverty as indicated by free school meal data has stabilized over the last 3 years. The percentage of live births for which the mother had early prenatal care improved each year for the past 3. There was a slight decrease in low birthweight newborns and a notable decline in infant mortality. Kansas continued to improve the rate at which children are fully immunized by age 2. The state's high school graduation rate far exceeds the national average, and achievement scores are stable. The teen birth rate dropped from 1999 to 2000. With only one exception for marijuana, there were declines in eighth and twelfth graders' substance usage. Child care capacity continues to shrink as child care in Kansas becomes more expensive. The overall grade given for the well-being of Kansas' children was C+. A description of how the grades are determined is included. (KB)

This report was written to stimulate discussion about the potential and need for expanding access to voluntary, high-quality early childhood care and education programs in Illinois. The report compiles 13 short articles pertaining to early learning as follows: (1) "Ready to Succeed: Preparing Children for School, and for Life"; (2) "Going 'Universal': Tackling Challenges, Taking Opportunities"; (3) "Growing Interest in Early Learning: A National as Well as a Statewide Phenomenon"; (4) "Studies Underscore Success: Cognitive, Social, Behavioral Benefits"; (5) "The Three-Legged Stool: Traditional Models of Early Learning"; (6) "Flexibility Breeds Stability: Blending the Strengths of Different Models"; (7) "The Turnover Turnstile: Poor Teacher Pay Undermines Staff Stability"; (8)"Shaping Staff Expectations: Who Should Teach Our Youngest Children?"; (9) "Setting Learning Standards: What, How Should We Teach 4-Year-Olds?"; (10) "Ensuring Accountability: Should We Hold a Yardstick to Kids, Programs?"; (11) "The Parental Piece: Moms, Dads, Communities Are Integral to Preschool Success"; (12) "Invest in Kids Now: Early Learning Pays Long-Term Dividends"; and (13) "A Shared Agenda: Giving Kids What They Need, When They Need It." (Contains 45 endnotes.) (EV)

Noting that over half of Philadelphia's public school students score in the bottom quarter in standardized mathematics and reading tests, the United Way of Southeastern Pennsylvania, in cooperation with the City of Philadelphia and School District of Philadelphia, conducted a year-long planning process to craft an action plan. The planning process involved original research, community engagement, and extensive information gathering. This report details the resulting action plan and summarizes research commissioned for the project. Part 1, "Why School Readiness Is a Critical Issue," defines school readiness and details an approach to improving school readiness. Part 2, "The Philadelphia Story: An Assessment of Services and Need," identifies areas of success in meeting the needs of young children and their families as well as gaps in providing high quality readiness services. Part 3, "A Vision for Improving School Readiness: Recommendations" details recommendations in five areas: early care and education; health care; public engagement of parents; parent involvement, education, and support; and systems coordination. For each recommendation, possible strategies are delineated, costs are estimated, and community responsibility outlined. Part 4, "Summaries of Research Commissioned for the Project," presents findings of studies of child care quality in Philadelphia, parenting education and support, and a survey of Philadelphia families regarding their use and need for early care and education, health care, and parenting education and support services. Part 5 concludes the report with a series of maps showing the locations of services in various sections of Philadelphia; this part also lists acknowledgements. (Contains 41 endnotes.) (KB)

As the demand for quality intergenerational care increases, it is imperative that intergenerational care providers exhibit developmentally appropriate practice across the lifespan. This paper defines intergenerational programming and discusses the emergence of intergenerational studies as integrating the fields of early childhood education and gerontology. The paper details the need for cross-training for practitioners involved in existing intergenerational programs and describes the development of guidelines and standards for intergenerational specialist practice. Six standards are detailed along with sample key indicators. The following options for providing cross-training are explained: (1) academic preparation related to curriculum planning and implementation, program evaluation, family systems, theory, cultural differences, and social policy; (2) experiential opportunities such as service-learning and internships; and (3) on-the-job training utilizing the guidelines and standards. The paper concludes by noting that the success of an intergenerational specialist depends on the quality of education and training he or she receives. Education, experience, and training based on the guidelines and standards for intergenerational practice will prepare practitioners to develop a program philosophy, thereby providing a strong foundation upon which an effective, sustainable intergenerational program may be built. (Contains 14 references.) (KB)

The advent of schooling, the cash economy, and new political systems have brought about many situations providing challenges to the Samburu and the Turkana nomadic pastoralists in northern Kenya. This report details the experiences of the staff of the El-barta project in working with communities within a situation of isolation, harsh climatic conditions, and few economic resources. Chapter 1 of the paper introduces the organization and describes the scope of their work in enabling groups and individuals to take responsibility for building the capacity of their communities in order to enhance young children's development. El-barta works closely with community organizations through its six departments--health, education, food security, communications, finance, and administration--and links its interventions to the communities through three main community groups: focus groups, function committees, and opinion leaders. Chapters 2 through 5 examine different aspects of the El-barta project, showing how they are tied together in an integrated program: (1) early childhood development program, building on positive traditional child-rearing practices and facilitating the development of community day care centers; (2) health interventions, including medical care, maternal-child health, nutrition, personal hygiene, and safe home environment; (3) food security interventions, including drought preparedness, improved food practices, and income generating activities; and (4) further education interventions, including out-of-school programming and adult literacy training. Chapter 6 details some of the obstacles to program implementation and identifies potential goals for further enhancing early childhood development. The report concludes by asserting that it is critical to have an integrated program when working in a harsh environment and imperative to keep as many good traditional practices as possible for a society in transition from traditional to modern ways of life. (KB)

Colorado's welfare reform legislation significantly departs from the state's traditional emphasis on education and training while further embracing a decentralized administrative structure. The state's welfare system has shifted from an education and training model to a work-first model. This report presents findings from data collected in 1999 and 2000 regarding the state's social service system. It begins with a short profile of Colorado's demographic, economic, and political conditions, then presents an overview of the state's social safety net. The following three sections offer more detail on specific programs and services: Colorado's Temporary Assistance for Needy Families Program, Colorado Works; the state's system for providing child care for both Colorado Works recipients and other low-income families; and the child welfare system, with particular emphasis on the interaction between child welfare and welfare reform. Each section discusses important policies affecting the program and the clients being served, the program's administrative structure and general service delivery, and recent changes. The report concludes with a summary of noteworthy trends across the different social policy areas. (Contains 18 endnotes.) (SM)

Alabama has a long history of providing a modest safety net for low-income families and children. This report examines Alabama's cash assistance, workforce development, child care, and child welfare systems for low-income families with children. Information comes from interviews with managers and front-line workers, focus groups with parents and child care providers, and interviews with child welfare administrators. The report begins with a profile of Alabama's demographic, economic, and political conditions, then presents an overview of the state's income support and social services systems, including caseload statistics. The next three sections each offer greater detail on specific programs and services, the administrative structure of the key programs, general service delivery, and important policies affecting each program and its client. First, Alabama's Temporary Assistance for Needy Families Program (TANF), the Family Assistance Program, is described, including Alabama's work-related component for TANF recipients, followed by a summary of the overall workforce development system. Next, the report covers Alabama's system for providing child care for both Family Assistance and non-welfare families. Finally, the child welfare system is described, particularly the interaction between child welfare and the welfare system. Key changes in Alabama's programs and delivery systems are summarized. (Contains 12 endnotes.) (SM)

This issue of "The Future of Children" focuses on the daily care of infants and toddlers in the United States, highlighting information on caregiving arrangements, employer and government initiatives, promising strategies, and resources for use by journalists and policymakers. The guide begins with a summary of major findings related to infant and toddler care, including the percentage of infants and toddlers in nonparental care, child care costs, and the development of models for supporting employed parents. The remainder of the report is presented in four sections. Section 1 details parents' employment patterns and their need for child care, and infants' and toddlers' need for high-quality child care services. Section 2 presents information on employer supported child care services and other types of support as well as federal and state government initiatives for providing assistance for child care, tax policies that benefit children, and innovative funding strategies to support young children. Section 3 describes three promising strategies for supporting families with young children: (1) expanding family leave; (2) improving child care options; and (3) the military child care model. Section 4 provides information on resources for use by journalists and policymakers, including a list of experts on child care and early childhood development, organizations, and web sites. (Contains a 30-item annotated bibliography.) (KB)

This paper uses the 1997 National Survey of America's Families to examine child care patterns for young children in the United States. The paper examines three general features of children's early care and education participation: (1) primary care arrangements, classified as center-based care, family child care, relative care, nanny or babysitter, and parent-only; (2) number of hours in nonparental care; and (3) number of nonparental arrangements children participate in on a regular basis each week, and the percentage of children using two or more such arrangements. Major findings indicate that more than two-thirds of children who are under age 5 and not in school experience nonparental care. Primary care providers shift from parents and relatives to center-based care as children get older. The time spent in nonparental care increases with child's age. Children are more likely to be in two or more nonparental arrangements as they near school entry. Income and parental employment are interrelated factors associated with patterns of early care and education. Tables with basic demographic information about the children and responding parents in the national survey sample are appended. (Contains 12 references.) (KB)

The 1996 welfare law created two block grants, Temporary Assistance for Needy Families (TANF) and the Child Care and Development Fund (CCDF). Since then, employment has increased among low-income mothers, and the number of families receiving welfare has declined. Currently, each state receives a block grant of TANF funds, which they are free to allocate to other needs. The single biggest redirection of TANF funds in 2000 was to child care. The principal source of federal funding for low-income child assistance has been CCDF, but nationally the federal funds redirected from TANF exceeded federal CCDF funds as a source of child care funding. States have become increasingly dependent on TANF as a means to address child care needs. This report discusses the impact of TANF funding on state child care subsidy programs based on a survey of all state TANF agencies about transfer and spending of TANF funds for child care; CCDF administrators were also interviewed in states that available funds showed had at least 20 percent of TANF funds transferred to CCDF. The report addresses the regulations governing TANF allocations and demonstrates trends over time of states transferring TANF funds to CCDF. Findings of key child care policy expansions and improvements made possible by TANF transfers are summarized, as are characteristics of states where TANF funds were directly spent on child care, and the themes of state administrators' concerns regarding TANF fund allocations. The report concludes with recommendations for increased CCDF funding without restricting access to TANF funds for child care. Two appendices summarize data gathered in the study on "the use of TANF for child care in FFY 1999 and 2000: transfers to CCDF and direct spending on child care" and state by state summaries of the "impact and use of transferred TANF funds in high-transfer states through FFY 2000." (Contains 14 endnotes.) (JPB)

Wisconsin's new welfare program was a dramatic departure from the old income maintenance system of welfare and moved beyond other states' work-based welfare reform programs. This report describes Wisconsin's approach to welfare reform, using data collected in 1999 and 2000 from state and local administrators, direct service providers, and, in some cases, the families. It begins by describing the state's population and economy, political landscape, and social safety net. Next, it looks at three program areas affected by welfare reform: Wisconsin Works (W-2) and related efforts, child care programs for low-income families, and the child welfare services for children who have been abused and neglected. The report concludes with a brief discussion about how Wisconsin compares to other states in terms of its welfare reform policies, their implementation, and their effect on the lives of low-income families (e.g., Wisconsin is one of the only states to offer a kinship care payment through the child welfare system for relatives caring for children, and Wisconsin is one of the few states to treat all low-income working families identically in its provision of child care subsidies). (Contains 28 endnotes.) (SM)

This report details the early care and education strategic plan for the District of Columbia. Following an executive summary, the report provides the rationale for developing an early care and education strategic plan and describes the process used to develop the plan. The top 10 early care and education issues in the district are then delineated and drafts of the vision and mission statements are presented. The proposed goal statements for the plan follow. The report then presents the citywide strategic plan--known as the Safe Passages program--as focusing on five major areas: (1) building and sustaining healthy neighborhoods; (2) assuring economic development; (3) making government work; (4) improving democratic practices in the district; and (5) ensuring that families, youth, and individuals are healthy and productive. The report next delineates selected goals and objectives of the Safe Passage Program as they relate to early care and education and early child development. It also provides an update on progress in meeting short-term objectives for early care and education in the district. The next steps in the strategic planning process are then delineated. The report concludes with a list of participants in the strategic planning process. (Contains a 16-item selected bibliography.) (KB)

The Effective Early Learning Programme in the United Kingdom (UK) has included the voice of children as an integral part of their evaluation and improvement process. This study interviewed approximately 945 children from 23 different geographical areas of the UK about their views of certain aspects of their early learning settings. Children were interviewed in groups of three to four and were asked questions about five dimensions of quality; this study focused on three: (1) aims and objectives; (2) learning experience; and (3) relationships and interactions. Findings revealed that children thought they attended day care/preschool to play, to learn, and because their parents were working. More parents than children focused on need for childcare as the main reason for the child attending the setting. Far fewer parents mentioned learning. Children reported a variety of activities they liked best; the most commonly mentioned of these were imaginative play, creative activities, water and sand play, outdoor play, construction play, and language activities. A variety of activities were reported as disliked, the most common of which were creative activities and imaginative play. Children perceived the adults in their setting as being there to provide care, counseling, help, and teaching. They were able to perceive different roles for different adults and could identify differing status accompanying the role. Slightly over half the children indicated that they liked the people at their setting. About half the children thought the people in their setting liked them. Children were very clear about the rules and could identify things they were not allowed to do (such as hurting others or running) and things they must do (including sharing, obeying, learning, listening, and cleaning up). No significant differences were found between four types of settings in answers to questions regarding aims and objectives. (Contains 27 references.) (KB)

New Jersey has a history of successfully providing a strong safety net to support low-income families on welfare and the working poor. Despite its emphasis on work and responsibility, it has maintained a high level of support for many public assistance programs. The governor changed the emphasis of New Jersey's welfare program from education and training to immediate employment. This report profiles New Jersey's demographic, economic, and political conditions, then presents an overview of the state's income and social services safety net. The following three sections offer more detail on specific programs and services, describing recent changes, the administrative structure, general service delivery, and important policies affecting each program and program clients. New Jersey's Temporary Assistance for Needy Families (TANF) program, Work First New Jersey, is described, highlighting the state's work-related component for TANF recipients and the overall workforce development system. The next section covers the state's system for providing child care for both Work First New Jersey and non-welfare families. The third section describes the child welfare system, particularly the interaction between child welfare and welfare reform. The report concludes with a summary of key features of the state's programs and service delivery systems. (Contains 13 endnotes.) (SM)

This brief examines changes in Washington's welfare-to-work, child care, and child welfare systems since 1997, presenting information from visits to Washington in 1999 and 2000. It profiles Washington's demographic, economic, and political conditions, reviewing its income support and social services systems and highlighting recent changes, caseload statistics, and service organization. Three sections examine specific programs and services, describing the administrative structure, general service delivery, and policies affecting each program and program clients. The report describes Washington's Temporary Assistance for Needy Families (TANF) program, including the work-related component for TANF recipients and the overall workforce development system. It examines Washington's system for providing child care for both TANF and nonwelfare families. It also discusses the child welfare system, particularly the interaction between child welfare and welfare reform. Washington provides a generous safety net, exceeding national averages, while implementing several key features embodied in federal welfare reform (time limits and a work-first philosophy). Washington undertook some significant organizational changes to reach its present structure. Regarding child care, Washington is unique in giving local agencies flexibility in how they assign staff responsibilities within community service offices. Federal and state spending for child welfare have increased substantially. (Contains 17 endnotes.) (SM)

Against the backdrop of evolving welfare policies in California following the approval of federal welfare reforms in 1996, the Growing Up in Poverty Project is examining how single mothers and their children fare as they move from cash aid to jobs, the types and quality of child care arrangements selected, and if mothers' access to child care subsidies bolsters their employability. This paper reports on wave 1 data, collected in 1998 from the 410 participating mothers residing in San Francisco or Santa Clara county. Data were collected through in-depth interviews and observations of each child's child care or preschool setting. Comparative quality data were obtained from 176 centers and family child care homes in the Bay Area and in Connecticut during 1997. Findings indicate that child care centers and preschools were of moderate to high quality. The array of child activities and educational content of home-based settings was not impressive. Areas of quality weakness include the provision of ample language and reading materials, and time to read and exercise communication skills with young children. Mothers reported that kith and kin were more respectful of their own parenting practices than were child care centers or preschools and were more flexible in terms of when the caregiver was available. They also believed that the child received more individual attention, compared to those using centers. Women who selected child care centers or preschools often received subsidies to cover the cost. Only a small fraction of women selecting home-based arrangements took advantage of available subsidies. Several risk factors were associated with this pattern: (1) having an infant or young toddler rather than a child over age 3; (2) coming from a Latino or Vietnamese-American community; (3) having spent less time on welfare; and (4) living in a neighborhood with fewer center-based enrollment slots. Appended are descriptive statistics for quality data for both counties. (Author/KB)

Noting that the quality of child care and early education available to lower-income families has received considerable attention over the past decade, this study explored variability in the quality of California day care centers and preschools. Participating in the study were 170 centers and preschools situated among 20 California zip codes, clustered in three counties: Los Angeles, San Francisco, and Santa Clara. All the zip codes selected contained significant concentrations of lower-income families. Findings indicated that the majority of centers displayed high levels of quality along structural measures, such as class size, the ratio of children per adult, and staff education levels. About one in six failed to meet recommended quality standards. Some quality indicators were slightly lower for centers located in communities with less supply, possibly due to directors' attempts to accommodate greater family demand for enrollment slots. Center quality was not consistently influenced by community conditions such as poverty levels, ethnic composition, or maternal employment rates. Quality was higher among centers receiving stronger flows of public subsidies. Analysis of findings centered around the success of state agencies in building high quality among centers in lower-income communities as well as the policy challenges that remain. Maps indicating the sampled communities by zip code are appended. (Contains 14 references.) (KB)

Noting that a coherent financing system is critical to ensuring that investments in early care and education are effectively cultivated and allocated, and that there are a number of parallels between early care and education and higher education, this project examined the financial support strategies in higher education and their potential use in early care and education. The areas of inquiry were: (1) financial aid need analysis; (2) financial aid packaging and administration, including a model for community-based financial aid administration; (3) use of diverse forms of financial aid, including family loan programs; (4) use of diverse sources of revenue, focusing on the feasibility of using community early care and education endowment funds; and (5) approaches to institutional (program) support and pricing. Following an executive summary, the report examines the current situation in early care and education service delivery and then considers each of the above areas. The report concludes with a summary of the key features of the proposed early care and education financial aid system. Recommendations are made with regard to: (1) the financial aid system; (2) resource and referral; (3) fund development and distribution; (4) licensing and accreditation standards; (5) professional development; (6) data system; and (7) funding. Appended to the report is a list of project participants. (Contains 22 endnotes.) (KB)

Market rate surveys and the rate-setting policies and reimbursement rules informed by them are at the core of the market-based approach to child care and are central to the delicate balancing act of ensuring access to subsidized care while at the same time promoting the quality of child care. This report provides an overview of the market-based approach and a discussion of planning and conducting market rate surveys and establishing rate policies for the administration of the subsidized child care system. The report's introduction describes the core components of the market-based approach and provides a rationale for its use. Part 1 of the report is presented in three chapters. Chapter 1 distinguishes child care cost from child care price and provides background information on the use of market rate surveys as a result of child care subsidies introduced under 1988 welfare reform legislation. Chapter 2 details the steps involved in planning a market rate survey. Chapter 3 discusses steps involved in conducting the survey. Part 2 of the report focuses on establishing rate policies and includes discussion of setting subsidy rates, adjusting subsidy rates to ensure access and improve quality, methods for determining special needs rates, tiered quality rating strategies, supplemental rate-setting methods, payment policies and procedures, eligibility determination, absence policies, special fees, communication and training, and alternative financing strategies. The report concludes by asserting that market rate surveys are a valuable tool to achieve the program goal of ensuring that eligible parents have equal access to a full range of high-quality child care options. (Contains 14 references.) (KB)