A Tale of Diversity, Disparity, and Discrimination

Report April 1, 2018

In this report we examine the state of racial justice for Asian Americans in Chicago.

What We’re Reading

Blog November 3, 2017

New Opportunities? ESSA and Its Implications for Dual Language Learners and ECEC Workforce Development

Article December 1, 2017

This policy brief analyses the opportunities ESSA introduced for DLLs and the ECEC workforce. It begins by setting out key demographics of the DLL population, then discusses trends in the ECEC workforce and its capacity to meet the needs of DLLs and other children in ECEC settings. It maps the ESSA provisions intended to address these needs through support for ECEC workers. Finally, it highlights opportunities to support the recruitment, training, and ongoing development of a robust and culturally responsive workforce.

Effective Mental Health Interventions and Treatments for Young Children With Diverse Needs

Archived Meeting Resources January 1, 2018

In this article four authors describe programs that represent the diversity within the training, interventions, and treatment for infants, toddlers, and their families, and the importance of integrating a socio-cultural and diversity-informed perspective in this important work.

Defining and Measuring Access to High Quality Early Care and Education (ECE): A Guidebook for Policymakers and Researchers

Report February 1, 2018

The ECE Access Guidebook was developed to address the need for developing a common understanding and approach to measuring access. Ultimately, this Guidebook is intended to support states’ efforts to assess the reach and effectiveness of their policy initiatives aimed at expanding ECE access. The Guidebook provides information in four sections: Clarifying and Defining Access; Describing the Indicators of Access; Measuring the Indicators of Access; and Identifying ECE Access Datasets and Sources.

Innovations in Family, Friend and Neighbor Care

Article August 31, 2018

This brief summarizes FFN strategies implemented by the second cohort of five grantees that started their testing and learning experiments in 2017 (see Exhibit 1), and presents a cross-cutting summary of learnings and recommendations for future informal care projects and the Packard Foundation’s grantmaking in this area.

Trauma Informed Services and Policies to Support Immigrant and Mixed Status Families in Early Care and Education: TraumaInformed Approach to Working with Children and Families

Slide Deck July 1, 2019

This slide deck from the webinar, Trauma-informed Services and Policies to Support Immigrant and Mixed-Status Families in Early Care and Education, outlines a trauma-informed approach to working with providers and families and ways to promote resilience in the workforce and address the impacts of this work on providers.

Preparing the Preschool Development Grant Birth through Five (PDGB5) Renewal Application

Policy Agenda October 1, 2019

This report analyzes the 2018 PDG B-5 applications to assess how the initial funding is helping states move forward in their systems-building efforts

Georgia’s MultiPart Strategy for Supporting Infants and Toddlers

Archived Meeting Resources June 1, 2018

This document describes two aspects of the work: The Quality Rated Subsidy Grant Initiative and the Georgia Early Language and Literacy Grants.

Parenting Knowledge among First Time Parents of Young Children

Slide Deck July 1, 2018

This research-to-practice brief highlights findings from Child Trends’ study of first-time parents of young children (under age 3) and their knowledge about parenting and child development.