- Aug 16, 2016 | CLASP 2013-2014 Bi-Annual Report CLASP's bi-annual report highlights key work and legislative wins from 2013 and 2014.
- Feb 11, 2015 | Kisha Bird, Rhonda Tsoi-A-Fatt Bryant, Stephanie Schmit, Christina Walker ESEA Reauthorization: Challenges & Opportunities CLASP’s recommendations for reauthorization of the Elementary and Secondary Education Act (ESEA) are based on our long-standing work and expertise in policies related to early childhood education and academic success for disadvantaged youth.
- Aug 14, 2012 | Christine Johnson-Staub Putting it Together: A Guide to Financing Comprehensive Services in Child Care and Early Education This guide provides state policymakers and advocates with strategies to maximize resources and make policy changes that drive funds, resources, and community partners to child care and early education programs to benefit young children and families. Separate from blending and braiding funding streams at the local or program level, the strategies described in this guide focus on state policy decisions that can facilitate the innovative use of funds, encourage partnerships at the state and local level, and replicate promising models from other states.
- Oct 05, 2007 | Danielle Ewen and Hannah Matthews Title I And Early Childhood Programs: A Look At Investments In The NCLB Era This paper explores the wide range of ways in which school districts are using funds from Title I of the No Child Left Behind Act (NCLB) for early education through kindergarten and examines how the implementation of NCLB has impacted those investments. It also makes recommendations for local educational agencies interested in creating Title I-funded early education programs or thinking about how to sustain these types of investments in the face of policy and funding challenges.
- Jun 15, 2007 | Rachel Schumacher, Katie Hamm, and Danielle Ewen Making Pre-Kindergarten Work For Low-income Working Families As of 2006, 38 states and the District of Columbia had pre-kindergarten programs, which vary considerably in their design. While low-income children stand to gain the most from early care and education initiatives, working families may not be able to access programs that are not responsive to their needs. This paper discusses research supporting the need to review initiatives to ensure maximum access for children in working families, especially low-income children; highlights key strategies to address the needs of low-income working families; and examines the extent to which state pre-kindergarten policies currently do so.This paper is based on research conducted for the CLASP report All Together Now: State Experiences in Using Community-based Child Care to Provide Pre-Kindergarten.
- May 16, 2005 | Rachel Schumacher, Danielle Ewen, Katherine Hart, and Joan Lombardi All Together Now: State Experiences In Using Community-Based Child Care To Provide Pre-Kindergarten This brief is based on the 61-page report of the same name, which was commissioned by the Brookings Institution. It studies the emergence of the mixed delivery model, in which pre-kindergarten is delivered in community-based settings and schools. This policy brief, the fifth in the Child Care and Early Education Series, describes principal approaches to state implementation of the mixed delivery model but does not provide examples of state policies. See the full report for details about state policy choices.