Collaboration and Subsidized Early Care and Education Programs in Illinois
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| Title: | Collaboration and Subsidized Early Care and Education Programs in Illinois |
|---|---|
| Language: | English |
| Authors: | Spielberger, Julie, Zanoni, Wladimir, Barisik, Elizabeth |
| Source: | Early Childhood Research & Practice. Fall 2013 15(2). |
| Availability: | Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Early Childhood Education |
| Descriptors: | Semi Structured Interviews, Early Childhood Education, Student Needs, Low Income Groups, Agency Cooperation, Stakeholders, Educational Policy, Coordinators, Educational Practices, Grants, Literature Reviews, Preschool Education |
| Geographic Terms: | Illinois |
| Laws, Policies and Program Identifiers: | Child Care and Development Block Grants, Personal Responsibility and Work Opportunities Reconciliation Act, Temporary Assistance for Needy Families |
| ISSN: | 1524-5039 |
| Abstract: | As a result of policy changes following welfare reform in 1996 and the costs associated with providing high-quality early care and education for children of low-income working families, agency collaboration in the state of Illinois has become an increasingly salient feature of subsidized early care and education programs (SECE). The authors examine how the three major subsidized early care and education programs in Illinois collaborate to meet the diverse needs of low-income children and families. Based on an in-depth literature review and semistructured interviews with state and local stakeholders, the authors find that collaboration in the SECE system is frequent, despite different program eligibility criteria, guidelines, performance expectations, perspectives on quality measures, and mechanisms for monitoring. However, the extent to which collaboration occurs is not well understood, which may affect how stakeholders interpret the impact of publicly funded early care and education programs. This may prevent accurate characterization of children's early care and education experiences and hinder assessments of how such experiences impact their development. |
| Abstractor: | As Provided |
| Number of References: | 20 |
| Entry Date: | 2014 |
| Accession Number: | EJ1020834 |
| Database: | ERIC |
| Abstract: | As a result of policy changes following welfare reform in 1996 and the costs associated with providing high-quality early care and education for children of low-income working families, agency collaboration in the state of Illinois has become an increasingly salient feature of subsidized early care and education programs (SECE). The authors examine how the three major subsidized early care and education programs in Illinois collaborate to meet the diverse needs of low-income children and families. Based on an in-depth literature review and semistructured interviews with state and local stakeholders, the authors find that collaboration in the SECE system is frequent, despite different program eligibility criteria, guidelines, performance expectations, perspectives on quality measures, and mechanisms for monitoring. However, the extent to which collaboration occurs is not well understood, which may affect how stakeholders interpret the impact of publicly funded early care and education programs. This may prevent accurate characterization of children's early care and education experiences and hinder assessments of how such experiences impact their development. |
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| ISSN: | 1524-5039 |
