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Learn research-based answers to key questions about families’ access to public pre-K programs.

Learn about evaluation activities conducted to understand ACF's Early Childhood Training and Technical Assistance (T/TA) system.

The Building and Sustaining the Child Care and Early Education Workforce (BASE) knowledge review series provides an overview of the existing literature and data on CCEE workforce dynamics and offers recommendations for future research and data collection.

This is a list of publications created as of April 2023 by the Child Care and Development Block Grant (CCDBG) Implementation Research and Evaluation grant program Phase II grant recipients.

This snapshot uses longitudinal data from 2019, 2021, and 2022 in the National Survey of Early Care and Education (NSECE) to examine the mental health and well-being of the center-based CCEE workforce from 2019, by race and ethnicity.

This brief draws from data collected in the 2019 NSECE Center-based Provider Survey. In the NSECE, a center-based provider delivers CCEE services to children aged five and under, not yet in kindergarten, at a single location. This brief describes how enrollment and vacancies at center-based child care and early education (CCEE) programs can be estimated using data from the 2019 National Survey of Early Care and Education (NSECE).

This snapshot presents findings about the health insurance coverage among the center-based child care and early education workforce and how it varies by race and ethnicity.

This brief serves as a companion piece to the report “Key Cross-State Variations in CCDF Policies as of October 1, 2022”, providing a graphical overview of some of the Child Care and Development Fund (CCDF) policy differences across States and Territories.

Understand different types of professional development strategies and how they can help state/territory leaders reach their goals.

This brief summarizes the research evidence on how high-quality ECE benefits all young children, as well as key subgroups, such as children from families experiencing low household income, children who are dual language learners, and children with disabilities.