Approximately 40 percent of all children entering foster care are age five and under. Addressing the needs of these children and their families is critical to helping child welfare systems and early childhood systems achieve better outcomes.
With the passing of the FFPSA, any state, territories, or tribe with an approved Title IV-E plan has the option to use funds for preventative services such as in-home parent skill-based programs, mental health services, and substance abuse prevention and treatment services to allow children eligible for foster care to stay with their parents or relatives. What opportunities does FFPSA create for early childhood programs and services? What are the opportunities and challenges for expansion of home visiting under FFPSA? What other interventions and practices approved under FFPSA target young children and their parents?
- Clare Anderson: Senior Policy Fellow, Chapin Hall at the University of Chicago
- Pfeffer Eisin: Director-Erikson/ DCFS Early Childhood Program
- Thay Giurgius: Manager- Erikson/ DCFS Home Visiting Program
- Andria Goss: Associate Vice President, Clinical and Community Services, Erikson Institute
Fact Sheet November 22, 2023
The document summarizes the work being done by organizations focused on justice, equity, diversity, and inclusion.
Report November 15, 2023
This brief focuses on the ways that states are using PDG B-5 grant funding to create and sustain career pathways in the early care and education field. “Career pathways” are broadly defined here, referring to a wide range of activities that support prospective and current early educators in advancing in the profession. States’ initiatives span an early educator’s complete career trajectory, from strategies to recruit new candidates into the profession to initiatives that create new specializations for educators who want to propel their careers further.
Report November 1, 2023
PDG B-5 Planning and Renewal Grants are being used by states across a wide range of content areas in the early childhood care and education system, and in a variety of ways. The federal funding provides a systems framework and seeks to offer flexibility within that framework. States are using the federal funding to build capacity, create infrastructure, provide direct services, and pilot work that is new for them. This work is occurring within a broad framework provided by the federal government. This brief explores the choices that PDG B-5 grantees plan for the use of the financing provided, which has impact on the overall ECCE systems that they are building and implementing. Within PDG B-5, states had to demonstrate how they would allocate the financial resources available across required and discretionary activity categories. We can learn about their priorities from a look at the choices that they made.