{"id":31692,"date":"2019-10-30T16:20:59","date_gmt":"2019-10-30T16:20:59","guid":{"rendered":"https:\/\/caseyfamilyv2.wpengine.com\/early-childhood-education-research\/"},"modified":"2026-03-31T22:14:00","modified_gmt":"2026-03-31T22:14:00","slug":"investigacion-sobre-la-educacion-infantil","status":"publish","type":"post","link":"https:\/\/www.casey.org\/es\/early-childhood-education-research\/","title":{"rendered":"\u00bfC\u00f3mo mejora la seguridad, la permanencia y el bienestar una atenci\u00f3n y educaci\u00f3n tempranas de alta calidad?"},"content":{"rendered":"<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><p><!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">About half of all children involved in reports of maltreatment are under age 5, and children who experience trauma during these early years of rapid brain development are particularly vulnerable to <a href=\"https:\/\/www.nctsn.org\/sites\/default\/files\/resources\/early_childhood_trauma.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">negative outcomes<\/span><\/a>. While <span class=\"s2\"><b>high-quality early care and education (ECE)<\/b><\/span> programs vary greatly in terms of quality, structure, and schedule, research generally shows they <span class=\"s2\"><b>can mitigate some risks and improve child safety and well-being<\/b><\/span>, demonstrating many <a href=\"https:\/\/www.acf.hhs.gov\/sites\/default\/files\/documents\/opre\/opre_2016_benefitschildwelfaresystem_v16_508.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">benefits for children involved with the child welfare system<\/span><\/a>.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Despite these positive results, ECE programs currently are underutilized among children who come to the attention of the child welfare system. Existing research highlights the broad impact of ECE programs on child maltreatment, along with the potential to benefit a large number of children and families, <a href=\"https:\/\/www.casey.org\/partnership-with-ece\/\">warranting increased partnerships between ECE and the child welfare system<\/a>.<\/p>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n   <h2>Benefits for children and families<\/h2>\n  \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><p><!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\"><a href=\"https:\/\/www.rand.org\/blog\/rand-review\/2018\/01\/high-quality-early-childhood-programs-can-change-lives.html\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">High-quality ECE makes a difference<\/span><\/a> in the lives of young children and their families, during program participation and beyond. Research has documented a range of ECE programs that <a href=\"https:\/\/www.rand.org\/pubs\/research_reports\/RR1993.html\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">can put children and families successfully on the path toward lifelong good health and well-being<\/span><\/a>, especially among the most vulnerable.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">In particular, ECE helps:<\/p>\n<ul class=\"wp-block-list\">\n<li>Reduce parental stress by providing needed respite.<\/li>\n<li>Inform parents about normal child development and behaviors.<\/li>\n<li>Provide parents with models of appropriate and effective disciplinary approaches for children.<\/li>\n<li>Connect families to the supports they need.<\/li>\n<\/ul>\n<ul class=\"wp-block-list\">\n<li style=\"list-style-type: none;\"><\/li>\n<\/ul>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- \/wp:list --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">For children involved in the child welfare system, high-quality ECE programs have been found to improve language development,<a href=\"#footnotes\"><sup>1<\/sup><\/a> school readiness,<a href=\"#footnotes\"><sup>2<\/sup><\/a> and social skills.<a href=\"#footnotes\"><sup>3<\/sup><\/a> They also have been shown to result in reduced subsequent reports of child maltreatment, and a lower likelihood of removal from the home and placement in out-of-home care.<a href=\"#footnotes\"><sup>4<\/sup><\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:heading {\"level\":3,\"className\":\"p4\"} --><\/p>\n<h3 class=\"wp-block-heading p4\"><b>Child safety<\/b><\/h3>\n<p><!-- \/wp:heading --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Studies have demonstrated positive associations between participation in ECE and child safety. For example, children who participated in the Chicago <a href=\"https:\/\/innovation.umn.edu\/cls\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Child-Parent Centers<\/span><\/a> preschool program experienced fewer reports of indicated maltreatment by age 17 (5.0% vs. 10.5% in the comparison group).<a href=\"#footnotes\"><sup>5<\/sup><\/a> The lower maltreatment rates were explained in part by greater parental involvement in their children\u2019s schools, which may have resulted in improving parental attitudes and behaviors, and parent-child relationships.<a href=\"#footnotes\"><sup>6<\/sup><\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Similar outcomes have been found for children participating in <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/programs\/article\/about-early-head-start-program\" target=\"_blank\" rel=\"noopener noreferrer\">Early Head Start<\/a> programs (prenatal to age 2). A national randomized trial found that, compared to a control group, children who attended Early Head Start were less likely to have an encounter with child welfare between the ages of 5 and 9, had fewer subsequent child welfare encounters from age 5 onward, and were less likely to have substantiated physical or sexual abuse. (However, children who attended <span class=\"s1\">Early Head Start<\/span> were more likely to have substantiated physical neglect, possibly due in part to increased opportunities for observation within the school setting.<a href=\"#footnotes\"><sup>7<\/sup><\/a>)<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:heading {\"level\":3,\"className\":\"p4\"} --><\/p>\n<h3 class=\"wp-block-heading p4\"><b>Permanency <\/b><\/h3>\n<p><!-- \/wp:heading --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Although more research is needed to better understand the relationship between ECE and permanency outcomes, some evidence suggests that participation in ECE programs is associated with improved permanency.<a href=\"#footnotes\"><sup>8<\/sup><\/a> A nationally representative sample of children ages 0 to 5 found that <span class=\"s2\"><b>children placed in Early Head Start (prenatal to age 2) or <\/b><\/span><a href=\"https:\/\/www.acf.hhs.gov\/ohs\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Head Start<\/span><\/a><span class=\"s2\"><b> (age 3 to 5) were 93% less likely to enter foster care<\/b><\/span>, compared to children who received no ECE. This study also found that the type of ECE matters. Children who received ECE from a non-Head Start early childhood education center, a family, friend, or relative, or another type of provider did not experience the decrease in out-of-home placement rates experienced by those who attended Head Start.<a href=\"#footnotes\"><sup>9<\/sup><\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:heading {\"level\":3,\"className\":\"p4\"} --><\/p>\n<h3 class=\"wp-block-heading p4\"><b>Child well-being<\/b><\/h3>\n<p><!-- \/wp:heading --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Several studies demonstrate the benefits of high-quality ECE on children\u2019s academic and behavioral outcomes, particularly for children from high-risk socioeconomic backgrounds. These benefits are evident not only by the end of the ECE program, but extend throughout the K-12 years and well into adulthood.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Head Start is the most widely researched ECE program, with participant outcomes tracked longitudinally and across generations. Outcome studies of Head Start participants have identified numerous positive well-being indicators, especially among African American children, Hispanic\/Latino children, and children whose initial skill levels were low.<a href=\"#footnotes\"><sup>10<\/sup><\/a><\/p>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block back-warm-ceramic margin-top margin-bottom padding-top padding-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><p><!-- wp:list --><\/p>\n<h4>Benefits for children by the end of the Head Start program<\/h4>\n<ul class=\"wp-block-list\">\n<li>Increased school readiness<a href=\"#footnotes\"><sup>11<\/sup><\/a><sup>,<\/sup><a href=\"#footnotes\"><sup>12<\/sup><\/a><\/li>\n<li>Better social-emotional development,<a href=\"#footnotes\"><sup>13<\/sup><\/a><sup>,<\/sup><a href=\"#footnotes\"><sup>14<\/sup><\/a> including decreases in hyperactivity and aggressive behaviors<a href=\"#footnotes\"><sup>15<\/sup><\/a><\/li>\n<li>Better health, including healthier weight and improved eating habits<a href=\"#footnotes\"><sup>16<\/sup><\/a><\/li>\n<\/ul>\n<p><!-- \/wp:list-item --><\/p>\n<p>&nbsp;<\/p>\n<p><!-- wp:heading {\"className\":\"p1 section-divider\"} --><\/p>\n<h4 class=\"wp-block-heading p1 section-divider\">Benefits for Head Start participants throughout K-12 and into young adulthood<\/h4>\n<ul class=\"wp-block-list\">\n<li>Better cognitive and social-emotional functioning compared to children who did not attend pre-kindergarten or other center-based child care<a href=\"#footnotes\"><sup>17<\/sup><\/a><\/li>\n<li>Greater likelihood of meeting kindergarten reading benchmarks<a href=\"#footnotes\"><sup>18<\/sup><\/a><\/li>\n<li>Lower usage of special education services<a href=\"#footnotes\"><sup>19<\/sup><\/a><\/li>\n<li>Higher math scores, lower rates of absenteeism, and a lower risk of repeating a grade in middle school<a href=\"#footnotes\"><sup>20<\/sup><\/a><\/li>\n<li>Increased high school graduation rates<a href=\"#footnotes\"><sup>21<\/sup><\/a><\/li>\n<\/ul>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><p><!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">The benefits of ECE extend well into adulthood. <a href=\"https:\/\/www.hamiltonproject.org\/papers\/the_long_term_impacts_of_head_start\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Research<\/span><\/a> using data from the National Longitudinal Survey of Youth found that adults who attended Head Start as children demonstrate improved postsecondary educational outcomes (more likely to attend college, and more likely to earn a postsecondary degree), higher self-esteem, and better self-control. Similarly, participants in the <a href=\"https:\/\/fpg.unc.edu\/projects\/abecedarian-project\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Abecedarian Project<\/span><\/a>, which provides year-round, full-day care for children from highly disadvantaged families, have better health outcomes and less criminal involvement as adults in their mid-30s compared to the control group.<a href=\"#footnotes\"><sup>22<\/sup><\/a><sup>,<\/sup><a href=\"#footnotes\"><sup>23<\/sup><\/a> By age 40, participants in the <a href=\"https:\/\/highscope.org\/project\/perry-preschool-study\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Perry Preschool Project<\/span><\/a> were more likely to be employed, own their own home, have higher lifetime earnings, and have committed fewer crimes compared to a control group.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Given the high economic and societal costs of child welfare, decreases in child welfare usage among children and families who participate in ECE offer a positive <a href=\"https:\/\/www.casey.org\/maltreatment-prevention-roi\/\"><span class=\"s1\">return on investment<\/span><\/a>. <span class=\"s2\"><b>Participation in ECE results in decreased spending on special education, the criminal justice system, and healthcare<\/b><\/span> \u2014 all of which have been examined as <a href=\"https:\/\/www.rand.org\/content\/dam\/rand\/pubs\/monographs\/2005\/RAND_MG341.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">outcomes related to participation<\/span><\/a>. The <span class=\"s1\">Perry Preschool Project<\/span>, for example, resulted in a $12.90 return on investment per $1 invested, due to savings in education spending ($7,303 per participant), welfare spending ($2,768), criminal justice spending ($171,473), and increased taxes on income ($14,079). <a href=\"https:\/\/www-personal.umich.edu\/~baileymj\/Bailey_Sun_Timpe.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Analyses<\/span><\/a> using the National Longitudinal Survey of Youth found that adults who had attended Head Start were 29% less likely to receive public assistance compared to similar adults who had not attended Head Start.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">These society-level benefits also translate into individual-level economic benefits, as <a href=\"https:\/\/www-personal.umich.edu\/~baileymj\/Bailey_Sun_Timpe.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Head Start participants were 12% less likely to live in poverty<\/span><\/a> in adulthood. The estimated net effects vary by program. For example, the <a href=\"https:\/\/eml.berkeley.edu\/~pkline\/papers\/kline_walters_oct2015.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Head Start Impact Study<\/span><\/a> found that former participants earned an average of $5,513 more after-tax over their lifetimes compared to a control group. In contrast, participants in the <a href=\"https:\/\/ftp.iza.org\/pp17.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Perry Preschool Project<\/span><\/a> are predicted to earn $145,000 (for males) to $211,600 (for females) more in their lifetimes compared to a matched group of children who did not participate in ECE. It is estimated that attending a full-day pre-kindergarten program for one year can <a href=\"https:\/\/research.upjohn.org\/cgi\/viewcontent.cgi?referer=&amp;httpsredir=1&amp;article=1016&amp;context=up_policypapers\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">increase lifetime earnings<\/span><\/a> by 10%, while attending a more intensive program from birth through age 5 can increase lifetime earnings by 25%.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:heading {\"level\":3,\"className\":\"p4\"} --><\/p>\n<h3 class=\"wp-block-heading p4\"><b>Family engagement and well-being<\/b><\/h3>\n<p><!-- \/wp:heading --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Some ECE programs, such as Head Start and Early Head Start, employ the <a href=\"https:\/\/ascend.aspeninstitute.org\/two-generation\/what-is-2gen\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">two-generation approach<\/span><\/a> (2Gen) to address poverty and improve child and family well-being by supporting the needs of children as well as their families. This approach includes five key components:<\/p>\n<ul class=\"wp-block-list\">\n<li>Bolstering families\u2019 post-secondary education and employment opportunities<\/li>\n<li>Ensuring children are involved in early childhood education and development<\/li>\n<li>Increasing families\u2019 economic assets<\/li>\n<li>Improving the health and well-being of children and their families<\/li>\n<li>Cultivating social capital (such as family and peer networks)<\/li>\n<\/ul>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- \/wp:list --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Key principles of the 2Gen approach include tracking child and family outcomes, engaging family voice, and aligning systems and funding.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">The importance of family engagement is specifically included in Head Start\u2019s <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/policy\/45-cfr-chap-xiii\/1302-50-family-engagement\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Code of Federal Regulations<\/span><\/a>, which encourages programs to develop innovative two-generation approaches to addressing the needs of families and leverage community resources and other funding sources to do so. Head Start also developed a <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/school-readiness\/article\/head-start-parent-family-community-engagement-framework\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">framework to further guide and support parent, family, and community engagement<\/span><\/a>. A national study using a representative sample of 1,020 children and families examined the impact of parental involvement in the Head Start program on parenting behaviors.<a href=\"#footnotes\"><sup>24<\/sup><\/a> Head Start programs with policies promoting family involvement had higher levels of family engagement, and parents who were more involved in their children\u2019s Head Start programs decreased their use of spanking, decreased behaviors in which they exert excessive control over their child, and increased their use of cognitively stimulating activities (such as telling a story to a child). Children whose parents changed their behaviors in these ways had greater gains in academic outcomes.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">ECE programs that include supports also benefit the entire family. For example, parents whose children attend Head Start are more likely to further their own education compared to similarly situated parents whose children do not attend.<a href=\"#footnotes\"><sup>25<\/sup><\/a> The <a href=\"https:\/\/www.jbassoc.com\/resource\/early-head-start-child-welfare-services-initiative-final-synthesis-report\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Early Head Start-Child Welfare Services Initiative<\/span><\/a>, which supported partnerships between Early Head Start programs and child welfare agencies in 24 jurisdictions, focused on children involved in the child welfare system (including those in foster care and those living with family) as well as children whose parents were in substance abuse recovery programs or were incarcerated. <a href=\"https:\/\/www.jbassoc.com\/resource\/early-head-start-child-welfare-services-initiative-final-synthesis-report\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Reported outcomes<\/span><\/a> included reduced parental stress, increased parental skills and knowledge, and increased safety in a family\u2019s home environment.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:heading {\"level\":3,\"className\":\"p4\"} --><\/p>\n<h3 class=\"wp-block-heading p4\"><b>Intergenerational benefits<\/b><\/h3>\n<p><!-- \/wp:heading --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Longitudinal studies of Head Start participants demonstrate long-term positive outcomes that benefit the next generation. For example, adults who participated in Head Start as children demonstrate greater use of positive parenting practices, including spending more time reading to their children and teaching them the alphabet, numbers, shapes, and colors.<a href=\"#footnotes\"><sup>26<\/sup><\/a> <a href=\"https:\/\/www.irp.wisc.edu\/newsevents\/workshops\/2017\/participants\/papers\/8-Barr-Gibbs_intergen%20HS_JuneSRW2017.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Studies also have found<\/span><\/a> that children of Head Start participants also are more likely to complete high school and enroll in college, and are less likely to be involved in the criminal justice system or become teen parents.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Follow-up findings 50 years after children enrolled in the Perry Preschool Project show that benefits extend not only into adulthood for the children who participated, but for their children as well. A recent <a href=\"https:\/\/ftp.iza.org\/dp12363.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">paper<\/span><\/a> illustrates that children (ages 21 and older) of Perry Preschool Project participants were more likely to have had no school suspensions, more likely to complete high school, less likely to participate in criminal activities, and more likely to be employed than the control group, ultimately as a result of more positive home environments.<\/p>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n   <h2>Quality matters<\/h2>\n  \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><p><!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">ECE programs are not identical and research has demonstrated that programs of high quality result in better outcomes. Two <a href=\"https:\/\/www.rand.org\/pubs\/research_briefs\/RB9145.html\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">features of high-quality programs<\/span><\/a> noted in the research include well-trained staff and lower child-to-staff ratios. There is also some evidence suggesting that more intensive programming also leads to better outcomes. <a href=\"https:\/\/www.naeyc.org\/accreditation\/early-learning-program-accreditation\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Accreditation status<\/span><\/a> has been noted as another indicator of quality. A Florida study examined child care quality (using accreditation status) and outcomes among children involved in the child welfare system found that children (both those involved in child welfare and those who were not involved) attending accredited child care centers had better outcomes than those attending unaccredited child care centers.<a href=\"#footnotes\"><sup>27<\/sup><\/a><\/p>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n   <h2>Underutilization<\/h2>\n  \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><p><!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">Despite these benefits, <span class=\"s2\"><b>ECE programs remain underutilized by families involved in the child welfare system<\/b><\/span>.<a href=\"#footnotes\"><sup>28<\/sup><\/a> For example, the Florida study noted above also found that children involved in the child welfare system were significantly less likely to attend accredited child care centers than children not in the system.<a href=\"#footnotes\"><sup>29<\/sup><\/a> In addition, surveys of foster parents indicate that a considerable portion have unmet child care needs and that very few receive child care subsidies.<a href=\"#footnotes\"><sup>30<\/sup><\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">However, there is evidence of some progress. When a 2010 <a href=\"https:\/\/web.archive.org\/web\/20250215102201\/https:\/\/headstart.gov\/policy\/im\/acf-im-hs-10-04\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">information memorandum<\/span><\/a> calling for Head Start to focus more heavily on serving families involved in the child welfare system was issued, only 9% of children in foster care ages 0 to 5 were enrolled in Head Start or Early Head Start. By 2017, the rate had increased to 14%.<a href=\"#footnotes\"><sup>31<\/sup><\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">In addition to increasing utilization through Head Start, states can use their <a href=\"https:\/\/www.childcareaware.org\/our-issues\/public-policy\/child-care-and-development-block-grant-ccdbg\/ccdbg-overview\/#:~:text=States%20can%20also%20use%20CCDF,and%20CCDF%20is%20the%20program.\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">Child Care and Development Fund<\/span><\/a> block grants both to improve ECE program quality and increase program access to underserved populations. Lead agencies receiving these block grants can define <a href=\"https:\/\/childcareta.acf.hhs.gov\/resource\/special-and-vulnerable-populations\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">priority populations<\/span><\/a> (typically children from very low income families, children with special needs, and children experiencing homelessness) to include children served by the child welfare system as well.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph {\"className\":\"p1\"} --><\/p>\n<p class=\"p1\">The strategic development of collaborative relationships between child welfare and ECE providers also can increase utilization, ensuring that child welfare caseworkers and supervisors are knowledgeable about the importance of ECE, and that they have access to a network of high-quality ECE opportunities for the young children and families they serve.<\/p>\n<\/div>\n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n \n \n <!-- conversly to above, we need to not show the CTA here if it's the Head Section style -->\n  <\/div>\n<\/div>\n\n\n<div class=\"qff_disclaimer align wp-block-disclaimer content-section\">\n <div class=\"container mx-auto px-0 md:px-5\">\n <div class=\"qff_disclaimer__wrapper text-salt-box text-xs font-sofiapro border-t-2 border-spring-wood\">\n <p>Casey Family Programs consults with individuals and teams across the country to compile research, experiences, and insights about approaches that can safely reduce the need for foster care and ensure the well-being of children and families. We share this information broadly to help child welfare leaders and their partners tackle similar issues in their own communities. For questions about this resource, or if you have other child welfare information needs, please email <a href=\"mailto:kmresources@casey.org\">kmresources@casey.org<\/a>.<\/p>\n\n <\/div>\n <\/div>\n<\/div>\n\n\n\n<div id=\"footnotes\" class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<div style=\"height:2px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n<div class=\"footnote wp-block-footnote\">\n  <div class=\"container mx-auto px-5 text-3xs text-black-currant\">\n    <p><!-- wp:paragraph {\"className\":\"p1 note\"} --><\/p>\n<p class=\"p1 note\">1 Merritt, D. H. &amp; Klein, S. (2015). Do early care and education services improve language development maltreated children? Evidence from a national child welfare sample. <i>Child Abuse and Neglect, 39<\/i>, 185-196.<br \/>\n2 Lipscomb, S. T., Pratt, M. E., Schmitt, S. A., Pears, K. C., and Kim, H. K. (2013). School readiness in children living in non-parental care: Impacts of Head Start. <i>Journal of Applied Developmental Psychology, 31<\/i>(1), 28-37.<br \/>\n3 Kovan, N., Mishra, S., Susman-Stillman, A., Piescher, K. N., &amp; LaLiberte, T. (2014). <i>Differences in the early care and education needs of young children involved in child protection<\/i>. 46, 139\u2013145.<br \/>\n4 Green, B. L., Ayoub, C., Bartlett, J. D., Von Ende, A., Furrer, C., Chazan-Cohen, R., Vallotton, C., &amp; Klevens, J. (2014). The effect of Early Head Start on child welfare system involvement: A first look at longitudinal child maltreatment outcomes. <i>Children and Youth Services Review, 42<\/i>, 127\u2013135.<br \/>\n5 Reynolds, A. J., &amp; Robertson, D. L. (2003). School-based early intervention and later child maltreatment in the Chicago Longitudinal Study. <i>Child Development, 74<\/i>(1), 3\u201326.<br \/>\n6 Mersky, J. P., Topitzes, J. D., &amp; Reynolds, A. J. (2011). Maltreatment prevention through early childhood intervention: A confirmatory evaluation of the Chicago Child\u2013Parent Center preschool program. <i>Children and Youth Services Review, 33<\/i>(8), 1454\u20131463.<br \/>\n7 Green, B. L. et al (2014).<br \/>\n8 Klein, S. (2016). <i>Promising evidence regarding the benefits of early care and education for children in the child welfare system, OPRE Report #2016-68<\/i> (p. 15). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.<br \/>\n9 Klein, S., Fries, L., &amp; Emmons, M. M. (2017). Early care and education arrangements and young children\u2019s risk of foster placement: Findings from a National Child Welfare Sample. <i>Children and Youth Services Review, 83<\/i>, 168\u2013178.<br \/>\n10 National Head Start Association. (2017). <i>The Head Start advantage: A research compendium (Part 1)<\/i>. Author.<br \/>\n11 Bitler, M., Domina, T., and Hoynes, H. (2014). <i>Experimental evidence on distributional effects of Head Start<\/i>. NBER Working Paper. No. 20434.<br \/>\n12 Love, J. M., Kisker, E. E., Ross, C. M., Schochet, P. Z., Brooks-Gunn, J., Paulsell, D., Boller, K., Constantine, J., Vogel, C., Sidle Fuligni, A., Brady-Smith, C. (2002). <i>Making a difference in the lives of infants and toddlers and their families: The impacts of early Head Start. Volumes I-III: Final technical report and appendixes and local contributions to understanding the programs and their impacts<\/i>. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation. Retrieved from <span class=\"s1\"><a href=\"https:\/\/www.acf.hhs.gov\/opre\/resource\/making-a-difference-in-the-lives-of-infants-and-toddlers-and-their-families-0\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.acf.hhs.gov\/opre\/resource\/making-a-difference-in-the-lives-of-infants-and-toddlers-and-their-families-0<\/a><br \/>\n<\/span>13 Aikens, N., Kopack Klein, A., Tarullo, L. &amp; West, J. (2013). <i>Getting Ready for Kindergarten: Children\u2019s Progress During Head Start. FACES 2009 Report. OPRE Report 2013-21a<\/i>. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.<br \/>\n14 Love et al. (2002).<br \/>\n15 Aikens, N., Kopack Klein, A., Tarullo, L. &amp; West, J. (2013).<br \/>\n16 Lee, R., Zhai, F., Brooks-Gunn, J., Han, W.-J., &amp; Waldfogel, J. (2013). Head Start and children\u2019s nutrition, weight, and health care receipt. <i>Early Childhood Research Quarterly, 28<\/i>(4)<br \/>\n17 Zhai, F., Brooks-Gunn, J., &amp; Waldfogel, J. (2011). Head Start and urban children\u2019s school readiness: A birth cohort study in 18 cities. <i>Developmental Psychology, 47<\/i>, 134\u2013152.<br \/>\n18 Zhao, H. &amp; Modarresi, S. (2010). <i>Evaluating lasting effects of full-day prekindergarten program on school readiness, academic performance and special education services<\/i>. Office of Shared Accountability of Montgomery County Public Schools.<br \/>\n19 Zhao, H. &amp; Modarresi, S. (2010).<br \/>\n20 Phillips, D., Gormley, W., and Anderson, S. (2016). The effects of Tulsa\u2019s CAP Head Start Program on middle-school academic outcomes and progress. <i>Developmental Psychology 52<\/i>(8): 1247-61.<br \/>\n21 Deming, D. (2009). Early childhood intervention and life-cycle skill development: Evidence from Head Start. <i>American Economic Journal: Applied Economics, 1<\/i>(3), 111-134.<br \/>\n22 Campbell, F., Conti, G., Heckman, J. J., Moon, S. H., Pinto, R., Pungello, E., et al. (2014). Early childhood investments substantially boost adult health. <i>Science, 343<\/i>(6178), 1478\u20131485.<br \/>\n23 Garc\u00eda, J. L., Heckman, J. J., &amp; Ziff, A. L. (2019). Early childhood education and crime. <i>Infant Mental Health Journal, 40<\/i>, 141\u2013151.<br \/>\n24 Ansari, A., &amp; Gershoff, E. (2016). Parent involvement in Head Start and children\u2019s development: Indirect effects through parenting. <i>Journal of Marriage and Family, 78<\/i>(2), 562\u2013579.<br \/>\n25 Sabol, T. J. and Chase-Lansdale, P. L. (2014). The influence of low-income children\u2019s participation in Head Start on their parents\u2019 education and employment. <i>Journal of Policy Analysis and Management, 34<\/i>(1), 136-161.<br \/>\n26 Bauer, L., &amp; Schanzenbach, D. W. (2016).<br \/>\n27 Dinehart, L. H., Manfra, L., Katz, L. F., &amp; Hartman, S. C. (2012). Associations between center-based care accreditation status and the early educational outcomes of children in the child welfare system. <i>Children and Youth Services Review, 34<\/i>(5), 1072\u20131080.<br \/>\n28 Klein, S. M., Falconer, M. K., &amp; Benson, S. M. (2016). Early care and education for children in the child welfare system: Evaluations of two training programs. <i>Journal of Public Child Welfare, 10<\/i>(2), 152\u2013175.<br \/>\n29 Dinehart, L. H., Manfra, L., Katz, L. F., &amp; Hartman, S. C. (2012).<br \/>\n30 Klein, S. (2016).<br \/>\n31 Data downloaded from the Head Start Program Information Report and <a href=\"https:\/\/www.acf.hhs.gov\/cb\/resource\/afcars-report-25\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s1\">https:\/\/www.acf.hhs.gov\/cb\/resource\/afcars-report-25<\/span><\/a>.<\/p>\n\n  <\/div>\n<\/div>\n\n\n<div class=\"content-section light fresh-text single wp-block-fresh-text backgrounds-and-margins-aware-block margin-top margin-bottom\">\n <div class=\"container mx-auto px-5\">\n\n \n \n <!-- The CTA is moved up next to the title when in the Head Section style -->\n \n  <div class=\"callout\"><script>\nvar 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class='gfield_description' id='gfield_description_5_3'><h5>What did you like about it?<\/h5><\/div><div class='ginput_container ginput_container_textarea'><textarea name='input_3' id='input_5_3' class='textarea medium'  aria-describedby=\"gfield_description_5_3\"    aria-invalid=\"false\"   rows='10' cols='50'><\/textarea><\/div><\/li><li id=\"field_5_4\" class=\"gfield gfield--type-radio gfield--type-choice gfield--width-full field_sublabel_below gfield--has-description field_description_above hidden_label field_validation_below gfield_visibility_visible gfield--choice-align-vertical\"  ><label class='gfield_label gform-field-label' ><span class='gform-field-label__text'>Are you willing to tell us your role\/affiliation so we can learn more about our readers?<\/span><\/label><div class='gfield_description' id='gfield_description_5_4'><h5> Are you willing to tell us your role\/affiliation so we can learn more about our readers?<\/h5><\/div><div class='ginput_container ginput_container_radio'><ul class='gfield_radio' id='input_5_4'>\n\t\t\t<li class='gchoice gchoice_5_4_0'>\n\t\t\t\t<input name='input_4' type='radio' value='Yes'  id='choice_5_4_0'    \/>\n\t\t\t\t<label for='choice_5_4_0' id='label_5_4_0' class='gform-field-label gform-field-label--type-inline'>Yes<\/label>\n\t\t\t<\/li>\n\t\t\t<li class='gchoice gchoice_5_4_1'>\n\t\t\t\t<input name='input_4' type='radio' value='No'  id='choice_5_4_1'    \/>\n\t\t\t\t<label for='choice_5_4_1' id='label_5_4_1' class='gform-field-label gform-field-label--type-inline'>No<\/label>\n\t\t\t<\/li><\/ul><\/div><\/li><li id=\"field_5_9\" class=\"gfield gfield--type-radio gfield--type-choice gfield--width-full field_sublabel_below gfield--has-description field_description_above hidden_label field_validation_below gfield_visibility_visible gfield--choice-align-vertical\"  ><label class='gfield_label gform-field-label' ><span class='gform-field-label__text'>Select which best describes your role\/affiliation<\/span><\/label><div class='gfield_description' id='gfield_description_5_9'><h5>Select which best describes your role\/affiliation<\/h5><\/div><div class='ginput_container ginput_container_radio'><ul class='gfield_radio' id='input_5_9'>\n\t\t\t<li class='gchoice gchoice_5_9_0'>\n\t\t\t\t<input name='input_9' type='radio' value='Staff at a child welfare agency or provider organization'  id='choice_5_9_0'    \/>\n\t\t\t\t<label for='choice_5_9_0' id='label_5_9_0' class='gform-field-label gform-field-label--type-inline'>Staff at a child welfare agency or provider organization<\/label>\n\t\t\t<\/li>\n\t\t\t<li class='gchoice gchoice_5_9_1'>\n\t\t\t\t<input name='input_9' type='radio' value='Staff at an Indian Child Welfare agency'  id='choice_5_9_1'    \/>\n\t\t\t\t<label for='choice_5_9_1' id='label_5_9_1' class='gform-field-label gform-field-label--type-inline'>Staff at an Indian Child Welfare agency<\/label>\n\t\t\t<\/li>\n\t\t\t<li class='gchoice gchoice_5_9_2'>\n\t\t\t\t<input name='input_9' type='radio' value='Staff at a community, neighborhood, or other non-profit organization'  id='choice_5_9_2'    \/>\n\t\t\t\t<label for='choice_5_9_2' id='label_5_9_2' class='gform-field-label gform-field-label--type-inline'>Staff at a community, neighborhood, or other non-profit organization<\/label>\n\t\t\t<\/li>\n\t\t\t<li class='gchoice gchoice_5_9_3'>\n\t\t\t\t<input name='input_9' type='radio' value='Staff at a philanthropic or private foundation'  id='choice_5_9_3'    \/>\n\t\t\t\t<label for='choice_5_9_3' id='label_5_9_3' class='gform-field-label gform-field-label--type-inline'>Staff at a philanthropic or private foundation<\/label>\n\t\t\t<\/li>\n\t\t\t<li class='gchoice gchoice_5_9_4'>\n\t\t\t\t<input name='input_9' type='radio' value='Staff in a child welfare &quot;adjacent&quot; field (e.g., education, health care, criminal justice, etc.)'  id='choice_5_9_4'    \/>\n\t\t\t\t<label for='choice_5_9_4' id='label_5_9_4' class='gform-field-label gform-field-label--type-inline'>Staff in a child welfare &#8220;adjacent&#8221; field (e.g., education, health care, criminal justice, etc.)<\/label>\n\t\t\t<\/li>\n\t\t\t<li class='gchoice gchoice_5_9_5'>\n\t\t\t\t<input name='input_9' type='radio' value='Court personnel (e.g., Judge, attorney, etc.)'  id='choice_5_9_5'    \/>\n\t\t\t\t<label for='choice_5_9_5' id='label_5_9_5' class='gform-field-label gform-field-label--type-inline'>Court personnel (e.g., Judge, attorney, etc.)<\/label>\n\t\t\t<\/li>\n\t\t\t<li class='gchoice gchoice_5_9_6'>\n\t\t\t\t<input name='input_9' type='radio' value='Policymaker or legislative staffer'  id='choice_5_9_6'    \/>\n\t\t\t\t<label for='choice_5_9_6' id='label_5_9_6' class='gform-field-label gform-field-label--type-inline'>Policymaker or legislative staffer<\/label>\n\t\t\t<\/li>\n\t\t\t<li class='gchoice gchoice_5_9_7'>\n\t\t\t\t<input name='input_9' type='radio' value='Person who is directly involved with the child 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