Documents not referenced elsewhere on this site — Alliance for Early Childhood Finance

Documents not referenced elsewhere on this site

MOVING THE GOAL POSTS: The shift from child care supply to child care quality (2010). This report, by Anneliese Dickman, Melissa Kovach and Annemarie Smith, explores the unintended consequences of  Wisconsin child care policy during welfare reform, which resulted in a dramatic increase in overall costs of the subsidy program without a corresponding improvement in quality.

Effects of the Rhode Island Early Learning Standards on Policy and Practice in Rhode Island: Report to the Steering Committee (2009). This report by Anne Mitchell was commissioned by the Rhode Island Department of Education on behalf of the RI Early Learning Standards Steering Committee. Among the findings are that more than 75% of practitioners who completed a RI ELS professional development course reported specific positive changes in their daily practice.

Chicago’s Partnership for Quality Child Care 1994-2007 (2008).  This report by Anne Mitchell documents the development and impact of the Chicago Partnership for Quality Child Care, which helped hundred of programs in low-income neighborhoods achieve NAEYC accreditation.

When Change is Out of Control by Margaret Wheatley (2003). Margaret Wheatley writes, teaches and speaks about radically new practices and ideas for organizing in chaotic times. This article was published in February 2003 in Link&Learn.

A Catalog of Tax-Based Approaches for Financing Child Care (2001). This was published by the National Women’s Law Center in November 2001 and is based on a series of meetings it held over a two-year period on this topic.

Comparison of Financial Incentives in State’s Quality Improvement and Rating Systems (2006). By Kristen Kerr and Anne Mitchell, Early Childhood Policy Research December 2006.  The update for 2008 is also available.

Prekindergarten Programs Funded by the States: Essential Elements for Policymakers (1998). Delivers up-to-date information on state-funded prekindergarten programs. Thirty-nine states – up from 28 states just ten years ago – currently fund such programs. States are now serving from several hundred to over 60,000 children. Prekindergarten programs are designed to provide early educational experiences for children younger than five that will help prepare children to succeed in school. Descriptive tables of each state’s program(s) will assist decisionmakers and advocates in states to understand the current range of prekindergarten program options. The descriptions cover history, eligibility and access, funding levels, administrative auspices, delivery systems, quality standards, staff qualifications, community planning procedures, program performance assessment strategies and evaluation. The introduction provides a brief analysis across states illustrated by several comparison tables. Report was released in September 1998 by the Families and Work Institute, 93 pages.

Implementing Universal Prekindergarten in New York:  Blended Funding and Other Considerations (1998). New York was the first state to require a percent of state funds for prekindergarten to support services in community-based organizations as well as in public schools.  This paper describes the policy and offers several detailed examples for implementing it.

A Framework for a Coherent Early Care and Education System By Teresa Vast This essay is adapted from “Financing Strategies to Support a Coherent Early Care and Education System” and particularly focuses on the development of an early childhood system framework with both local and state components. A sketch of such a system can also be found in the essay.

 

The Status of Preschool Policy in the States (2001). In this paper, Helen Blank and Anne Mitchell define prekindergarten programs, categorize states’ prekindergarten policies and programs, and describe the history and current status of prekindergarten in the United States at the end of 2001. The paper discusses trends and issues relevant to prekindergarten policy and program implementation such as teacher qualifications, program standards, curriculum, spending and enrollment growth, access for children of working families, and the move to universal preschool. Appendixes include helpful charts of funding by state for both preschool and Head Start and brief descriptions of each state’s program.

The State with Two Prekindergarten Programs: A Look at Prekindergarten Education in New York (1928-2003) New York is unique among the many states with state-funded preschool: it has two contrasting, yet successful programs. Experimental Prekindergarten Program (EPK) began in 1966 with only a few thousand students. Developed primarily for disadvantaged children, EPK has developed slowly. The state’s Universal Prekindergarten (UPK) began in 1997 and was implemented quickly and on a large scale.  In this paper Anne Mitchell provides a history of the two programs, illuminating the factors leading to the establishment of each and how they have grown closer in recent years. She analyzes the status of the two prekindergarten programs for the 2002-2003 school year, and how both are administered within the same school district. In 2008, EPK was merged into UPK.

Shared Services Strategy For Child Care Centers Soller, P. (2004) Powerpoint presentation on what the early childhood field can learn from the private sector about marketing shared services.

Strengths of a Collective Management Approach (2004). Powerpoint presentation at the Region I Child Care Conference in 2004 by Sheila Balboni, Executive Director of Community Partners Inc. in Lawrence, Massachusetts. Community Partners serves approximately 900 children a day in 7 center-based sites and a network of family child care homes. An additional 300 children are enrolled in a charter school operated by Community Partners. All sites share the same administration. Community Partners also includes a division that provides support services to child care programs throughout the region.