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Early Childhood & School Readiness

Reports

Displaying 1 - 10 of 48. 10 per page. Page 1.

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ASPE Issue Brief

Child and Adolescent Mental Health During COVID-19: Considerations for Schools and Early Childhood Providers

September 24, 2021
COVID-19 pandemic’s social restrictions have prompted a surge in the mental health needs of children of all ages. Nationwide 4.3 million children/adolescents have been diagnosed with COVID-19 as of August 2021, and many of them have returned to early childhood and school settings. Schools and early childhood programs have long been essential settings for delivery of mental health services.
Fact Sheet

Factsheet: Estimates of Child Care Eligibility and Receipt for Fiscal Year 2018

August 12, 2021
This factsheet provides descriptive information on child care eligibility and receipt. Of the 12.8 million children eligible for child care subsidies under federal rules, 15 percent received subsidies. Of the 8.4 million children eligible for child care subsidies under state rules, 23 percent received subsidies. Poorer children were more likely to receive subsidies than less poor children.

Improving Programs, Policies and Services to Promote Healthy Development in Middle Childhood in Afterschool Settings

March 16, 2021
This project was a collaborative effort by the Office of the Assistant Secretary for Planning and Evaluation (ASPE) and the Office of Women’s Health (OWH). This work examines how investments by the U.S.

Head Start Children and Families Experiencing Homelessness: Trends, Characteristics, and Program Services

November 6, 2017
This research brief presents findings on the characteristics of Head Start children and families that experienced homelessness, as well as services Head Start programs reported providing to these vulnerable children and families, using data from the 2009 cohort of the Head Start Family and Child Experiences Survey.

Strength in Numbers: Supporting Quality Improvement in Early Care and Education Programs through Linking Administrative Data

September 19, 2016
The Building Capacity to Use Linked Data project has developed several short, easy-to-read resources to help program leaders work toward linking their data with data from other agencies, and using linked data to support quality improvement.  One of these resources includes a research brief titled, Strength in Numbers: Supporting Quality Improvement in Early Care and Education Progr

Learning about Infant and Toddler Early Education Services (LITES): Review Protocol

February 23, 2016
The Office of the Assistant Secretary for Planning and Evaluation, in partnership with the Administration for Children and Families within the U.S. Department of Health and Human Services, funded Mathematica Policy Research and its partners to conduct the Learning About Infant and Toddler Early Education Services (LITES) project.

Learning about Infant and Toddler Early Education Services (LITES): Summarizing the Research and Gaps on Compelling Models

February 23, 2016
“The Office of the Assistant Secretary for Planning and Evaluation, in partnership with the Administration for Children and Families within the U.S. Department of Health and Human Services, funded Mathematica Policy Research and its partners to conduct the Learning About Infant and Toddler Early Education Services (LITES) project.

Learning about Infant and Toddler Early Education Services (LITES): A Systematic Review of the Evidence

February 23, 2016
The Office of the Assistant Secretary for Planning and Evaluation, in partnership with the Administration for Children and Families within the U.S. Department of Health and Human Services, funded Mathematica Policy Research and its partners to conduct the Learning About Infant and Toddler Early Education Services (LITES) project.

Trends in the Use of Early Care and Education, 1995-2011: Descriptive Analysis of Child Care Arrangements from National Survey Data

March 30, 2014
The authors would like to acknowledge our Deputy Assistant Secretary for Human Services Policy, Ajay Chaudry, for his leadership and vision in the development of this report. The authors would also like to acknowledge Barbara Broman, Ann McCormick, Martha Moorehouse, and Pam Winston for their direction and reviews.