We conduct cutting-edge research and propose policy solutions aimed at improving how our nation prepares, supports and rewards the early care and education workforce to ensure young children’s optimal development.

Below is a chronological list of our published reports. You can also view reports related to one of our four core priorities by clicking on the issues above.

Learning Together: A Study of Six B.A. Completion Cohort Programs in Early Care and Education (Year I Report)

by Marcy Whitebook, Laura Sakai, Fran Kipnis, Mirella Almaraz, Esther Suarez, and Dan Bellm
 
 

 

This report presents the Year 1 findings of the Learning Together study, in which the research team conducted extensive interviews with over 90 percent of the 124 student cohort members, and with 13 administrators and faculty members. The report highlights the striking congruence between the student and institutional perspectives on aspects of the B.A. completion cohort programs that were working well, and on the adjustments or improvements that were still needed.

Download the report (pdf)

Read more information about the Learning Together project, or read the Year 2 report or Year 3 report.

Posted July 2008.


Partnering for Preschool: A Study of Center Directors in New Jersey’s Mixed-Delivery Abbott Program

By Marcy Whitebook, Sharon Ryan, Fran Kipnis, and Laura Sakai

Since 1999, New Jersey’s court-ordered Abbott Preschool Program has provided publicly funded early education services in a combination of private child care centers, Head Start centers, and public schools, and it has sought to place preschool teachers on an equal footing with K-12 teachers in terms of pay and qualifications. We interviewed 98 private child care and Head Start directors in 2007 to collect their firsthand accounts of implementing this ambitious educational reform, and their suggestions for improving it.

Executive Summary (pdf)
Research Highlights (pdf)
Full Report (pdf)

Posted January 2008.


Early Childhood Educator Competencies: A Literature Review of Current Best Practices, and a Public Input Process on Next Steps for California

Editor, Dan Bellm

By request from First 5 California and with support from the David and Lucile Packard Foundation, we conducted an extensive literature review in 2007 on current best practices across the United States for defining early childhood educator competencies—the appropriate knowledge and skills for working effectively with young children. We also solicited feedback broadly from California’s early care and education field on the appropriate structure and content of such competencies for our state. This report compiles our research and the input received from the field.

Download the report (pdf)

Posted January 2008.


Diversity and Stratification in California’s Early Care and Education Workforce

By Marcy Whitebook, Fran Kipnis & Dan Bellm

Using data from the California Early Care and Education Workforce Study, this policy brief finds that the ethnic and linguistic diversity of California’s Early Care and Education (ECE) workforce is stratified by educational level and job role. In other words, diversity is disproportionately concentrated in some areas of the field. The brief discusses the implications of these findings for workforce development, higher education, and the ability of ECE programs to address the needs of diverse children and families.

Download the report (pdf)

Posted January 2008.


Disparities in California’s Child Care Subsidy System: A Look at Teacher Education, Stability and Diversity

By Marcy Whitebook, Fran Kipnis & Dan Bellm

Using data from the California Early Care and Education Workforce Study, this policy brief focuses on disparities in staff professional preparation, stability, and diversity between licensed child care centers that receive public funding solely through vouchers, and those that receive it through a contract with Head Start or the California Department of Education.

Download the report (pdf)

Posted January 2007.


Chutes or Ladders? Creating Support Services to Help Early Childhood Students Succeed in Higher Education

By Kara Dukakis, Dan Bellm, Natalie Seer, and Yuna Lee

This report looks at the challenges facing the growing number of “non-traditional students,” particularly in the early care and education field. It notes the wide range of supports often needed by these students and spotlights a number of promising efforts to address the many barriers to attainment of BA degrees. The report contains recommendations for institutions of higher education and communities wishing to provide targeted support for early care and education students to improve their success in school and beyond.

Download the report (pdf)

Spanish Version (pdf)

Posted January 2007.