Preschool Development Grant
Massachusetts applied for a federal Preschool Development Grant: Expansion Grant award, which provides funding to expand high quality preschool programs in communities across the state. The federal Preschool Development Grants competition supports states in building and expanding the delivery of high-quality voluntary preschool programs. The Expansion Grant funds are focused on increasing the availability of high-quality preschool programs in targeted communities within a state that will serve as models for expanding preschool to all four-year-olds from low-income families in that state.
- Main Application file size 7MB
EEC’s Museums and Libraries Partnership in the “Growing Young Minds” Report
The Department of Early Education and Care is collaborating with Boston Children’s Museum as lead agency on a “Museums and Libraries Partnership for Parent, Family and Community Engagement” initiative.
The “Museums and Libraries Partnership” initiative is scaffolding the capacity of museums and libraries to offer developmentally appropriate early learning opportunities for children and families. This work focuses on facilitating linkages for families to these opportunities and deepening museums’ and libraries’ capacity around four core areas: STEM, Kindergarten Readiness and School Success, Child Development, with specific focus on the research behind the Brain Building in Progress campaign, and evidence-based literacy.
EEC is pleased to report that the “Museums and Libraries Partnership” initiative has received national recognition of as a highlighted project in the Institute for Museums and Library Services’ report, “Growing Young Minds”. The project is referenced on page 38.
2011 STEM Summit Early Education and Out-of-School Time Conference Report
The annual Massachusetts Statewide STEM Summit brings together key leaders in business, government and education to promote STEM (Science, Technology, Engineering and Math) education. For the last two years, the Department of Early Education and Care (DEEC) and Wheelock College have jointly hosted a pre-summit conference to raise awareness of the importance of STEM education in early education and care and out of school time settings. This report, “Branching Out: Expanding STEM Learning in Massachusetts Early Childhood and Out of School Time Settings” summarizes the key activities and outcomes of pre-summit conference in October 2011, as well as the strategic areas that emerged for further advancing STEM learning in ECE and OST settings.
Cost of Quality Childcare Survey Analysis
The Department of Early Education and Care worked with the Hanover Research group to survey programs about staff salaries and benefits, professional development, occupancy costs, curriculum and assessment, classroom materials, and other expenses related to childcare.
More than half of respondents (57%) represented a center-based or school-based program, while 36% represented family child care programs and 7% represented after-school or out of school time programs. In many instances, the group mean for a given survey item was considerably higher than the group median. In general, this suggests that a small subset of very high values impacted the group average, while the majority of respondent values were clustered around a smaller value. Key findings may be found in the Summary of Findings and the Full Report below.
Foundations of the CSEFEL Pyramid Model Evaluation Brief
Between July, 2010 and August, 2011, Connected Beginnings Training Institute offered Foundations of the CSEFEL Pyramid Model to more than 1,800 early education and care professionals in 66 different community locations across Massachusetts through EEC American Recovery and Reinvestment Act (ARRA) funding and participant registration fees. EEC commissioned a full, comprehensive evaluation of the project. A summary of key evaluation findings is presented in this evaluation brief, Foundations of the CSEFEL Pyramid Model (January, 2012). Highlights covered by this brief include: aggregate demographic data for participants; a summary of key evaluation findings on learning outcomes; usefulness and satisfaction with the course and likelihood that participants will be able to put new knowledge into action in their work; and lessons learned from this project.
EEC funded UMass Boston to study implementation of the new statewide EPS model for providing professional development to the early education and out of school time workforce. This study examined the process of implementation between August 2010 and June 2011. The findings shed light on successes, challenges, and lessons learned in building this new vision and system for professional development.
- Putting Science and the System to Work for Infants and Toddlers.
- The IHE Mapping Project maps the current network of two and four year public and select private Institutions of Higher Education (IHEs) in Massachusetts that offer an Early Childhood Education (ECE) program of study, elementary education program or program in a related field that leads to a certificate, and/or an associate's or a bachelor's degree. The project includes a school profile for each school surveyed and a searchable database of ECE degree program required coursework. Note: this information is current as of June 2010; as of July 28, 2010 state legislation was signed changing six Massachusetts' state colleges into state universities.