About this paper symposium

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Panel information
Panel 21. Social Policy

Paper #1
Understanding Foster Parents’ Experiences Searching for and Accessing Early Care and Education
Author information	Role
Nancy Perez, SRI Education	Presenting author
Abstract
Many children in foster care (CIFC) have experienced trauma and face heightened risks for social-emotional and behavioral challenges (McLeigh et al., 2021). High-quality early care and education (ECE) can provide supportive environments that help mitigate these risks. However, studies show low participation rates among CIFC in ECE (Klein et al., 2016), with evidence suggesting they often engage in lower-quality programs (Dinehart et al., 2012). This paper presents survey findings from a state policy research partnership aimed at understanding how foster parents seek stable, high-quality ECE. Method: The study team administered online surveys in spring 2024 to foster parents in one state using a two-stage design. The first survey, distributed by a state agency to all current foster parents caring for children ages birth to five years, asked about their experiences searching for, accessing, and receiving ECE. The 106 respondents to survey 1 were sent a second survey focused on their priorities when searching for care of their CIFC. This survey employed a conjoint experiment in which participants select one of two randomly generated profiles of a child care program. Each profile included information on four dimensions of care: program quality, staff training, program location, and hours of operation (See Figure 1). Each of the 84 (79%) respondents completed this task eight times. The resulting data permits estimation of probabilities that a foster parent would select a program with a given feature. This method is widely used in market research (see Hainmueller et al., 2014) and to a lesser extent in social science (see Ramos Draper et al., 2023). Findings: Survey 1 data indicate that many respondents viewed ECE as essential, with over a third reporting they turned down foster placements due to concerns about finding childcare. The search process begins early, as 29% of parents indicated they start searching before receiving a placement, while over half begin within a week of placement. Nearly half (45%) of those surveyed found the search process difficult, and 81% experienced some type of hardship (e.g., missing work, financial strain) due to the time needed to secure childcare. The conjoint experiment (survey 2) indicated that, holding other characteristics constant, the probability that a foster parent would select a program with hours from 7:30am–6:30pm was 39% greater than a program with hours from 8:30am–3:30pm. Location was the next most salient factor. The probability that a foster parent would select a program with a convenient location or transportation was 28% greater than a program with an inconvenient location. Respondents also displayed a higher probability of selecting programs exceeding minimum required quality over programs meeting minimum required quality and programs in which staff did have trauma training compared to those in which staff did not, but these differences were smaller in magnitude (13% and 24% respectively) (Figure 2). State agencies along with local childcare and foster services are using these survey findings to develop interventions to improve access to high quality childcare for children in foster care.

Paper #2
Local Program Subsidy Staff Perspectives on US Latino Families’ Access to Child Care Subsidies
Author information	Role
Julie Mendez Smith, University of North Carolina Greensboro	Presenting author
Abstract
Introduction. The federal Child Care and Development Fund (CCDF) provides resources to states, territories, and Tribes to subsidize child care costs for families with low incomes. By increasing access to affordable quality care, CCDF subsidies support parents’ ability to work and promote children’s development. Many Latino families, who tend to have high rates of parental employment, but also low levels of income, could benefit from these subsidies; yet they are presently underserved by most state CCDF programs (Hill, Gennetian, & Mendez, 2019). As those who directly assist families in learning about, applying for, and receiving child care subsidies, staff in the CCDF local offices play a key role in the process and offer a unique perspective on how Hispanic families are being served by state CCDF programs. Hypothesis. We hypothesize that a variety of factors contribute to Hispanic families being underserved by CCDF. Specifically, administrative burden in the areas of eligibility and documentation, as well as language and awareness of the program, will be confirmed as important barriers to ECE access. Moreover, local staff subsidy workers will vary on their perspectives about working with Hispanic families but will report several challenges. Study Population. We surveyed more than 700 local subsidy staff in four states with large populations of subsidy-eligible Latino children (North Carolina, California, Texas, New York) between 2021-2023. Together, these four states are home to 6 million Latino children under the age of 13, the age population served by CCDF. Method. Table 1 provides an overview of the survey data collection and the sample sizes. Results. First, a high percentage of staff —greater than 50 percent—noted documentation challenges for families applying for subsidies. Common challenges included work hour and income verification, which were described by staff as particularly difficult for Hispanic parents in jobs that pay cash and those with fluctuating hours. Next, across and within states, surveyed staff varied in how accessible they perceived subsidy program materials and services to be for families who primarily speak Spanish, and in their personal capacity to assist these families (i.e., bilingual skills, sense of preparedness). Also, few surveyed staff across the four states reported having resources available to assist Latino families who primarily speak one of the many languages indigenous to Latin America (Figure 1). Finally, according to staff across the four states, Hispanic families commonly learn about the subsidy program through relationship-based methods (word of mouth, referrals) and less often use technology-based methods (websites, social media outreach). Local staff reported varied levels of outreach; qualitative comments regarding intentional engagement of Latino communities (e.g., collaborating with community-based organizations to reach eligible families, cross-agency referrals) will be presented and varies widely. Discussion. Results are underscored by recommendations from staff subsidy workers to improve the system, primarily by reducing administrative burden. Ideas included giving families in person access to the office, hiring more bilingual staff, helping families document work where they are paid in cash, and using relationship-based methods to help families apply.

Paper #3
Family Perspectives on Seeking Early Intervention Services for Infants and Toddlers
Author information	Role
Margaret Gillis, SRI Education	Presenting author
Abstract
Identifying infants and toddlers with disabilities and developmental delays as soon as possible and screening, referring, evaluating, and enrolling them into early intervention (EI) services (a process known as “child find”) is essential to their optimal developmental, academic, and life outcomes (Hebbeler & Spiker, 2016; Institute of Medicine & National Research Council, 2000). However, families experience barriers accessing EI services (Jimenez et al., 2012; Little et al., 2015), and EI programs struggle to identify and enroll children with delays and disabilities as early as possible (McCoy et al., 2017). This paper discusses interviews with families conducted as part of a model demonstration project aiming to discover family and community perspectives on the child find process to inform improved access to and uptake of EI services for historically underserved families. In each of three participating county-level communities in one state, local EI agency staff, early care and education (ECE) program-serving agencies, families, social services staff, health department staff, and other key partners meet regularly as a community leadership team (CLT). The CLTs use data to identify and understand challenges to child find practices and identify and implement evidence-based practices to improve equity of access and uptake of EI services. Data collected and reviewed in each community included EI program data on children referred, a self-assessment to map the local child find system, surveys of ECE providers and medical professionals focused on their screening and referral practices, and interviews with families about their experiences seeking EI services for their children. Methods The study population was parents of children currently under age 8 in the three participating counties who had concerns about their child’s development when the child was under age 3. We recruited 25 families to participate in 1-hour online or phone interviews (conducted in English or Spanish) between February 2023 and March 2024. Following each interview, the interviewer summarized the main points and checked with the participant to ensure accuracy of interpretation (Cresswell, 2007). Three members of the research team analyzed the transcripts using the constant comparative method to evaluate emerging themes (Glaser, 1992). We compared themes across transcripts until no new themes emerged and then we grouped themes into larger categories using a peer review and debriefing process (Cresswell, 2007). Results Interview findings highlight variation in families’ experiences seeking services, with some experiencing a smooth process and others experiencing barriers. Themes arose related to medical providers, ECE, autism-specific challenges, public awareness, and local EI programs. Results highlight the need for additional outreach to referral sources, including medical professionals and ECE providers, to clarify potential misconceptions and emphasize the benefits of early intervention. They also highlight the potential of ECE providers to support families in navigating concerns and the EI process, which may be particularly important if their doctor is acting as a gatekeeper.

Paper #4
Connecting Young Children Experiencing Homelessness with Early Care and Education Programs
Author information	Role
Barbara DeBaryshe, University of Hawaiʻi at Mānoa	Presenting author
Abstract
Background Young children experiencing homelessness (YCEH) deserve high-quality early care and education (ECE) that fosters resilience and supports their positive development while meeting their families’ needs. However, only 10% of YCEH receive such care (Brown, Shinn & Khadduri, 2017), despite the fact that 5% of U.S. children aged Birth-5 experience homelessness (Yamashiro & McLaughlin 2021). This mixed-methods study investigates the barriers and supports to enrolling and retaining YCEH in ECE programs, explores strategies to enhance collaboration between ECE and homeless services providers, and outlines ways to assist ECE providers who serve this population for the first time. Methods Three key informant groups were: mandated early learning providers (MEL), homeless services providers (HSV), and private childcare providers (CC). We conducted virtual focus groups with 10 MEL representatives from eight agencies dedicated to serving YCEH, including all of the state’s Head Start/Early Head Start grantees. We also interviewed nine HSV representatives from five nonprofit agencies that administer emergency family shelters and transitional housing programs. Online surveys were distributed to all licensed private child care centers and family child care homes in the state, of which 118 were returned (a 21% response rate). Results See Figure 1 for CC survey results. Most community providers were willing to enroll YCEH, but had concerns about tuition coverage, behavior issues, and social service needs. CCs with prior experience serving YCEH had more realistic views. See Table 1 for MEL and HSV focus group results. Key barriers families faced when accessing ECE services included transportation challenges, mistrust of service providers, frequent moves, competing priorities, and the stigma associated with homelessness. Providers also felt stymied by insufficient community resources, inflexible policies, and professional silos that hindered effective service delivery. Strong relationships between families and providers emerged as essential supports, along with trauma-informed practices tailored to the unique experiences of YCEH. Providers from both sectors expressed a strong desire to build collaborations to enhance child and family outcomes. Co-locating ECE classrooms within shelter settings was seen as one of the most promising strategies for enhancing access to quality ECE services. Integrating educational resources directly into housing facilities was expected to reduce logistical barriers and foster a supportive environment for both children and their caregivers. Implications This study highlights the need for coordinated efforts among ECE providers, homeless services agencies, and policymakers to ensure that YCEH receive the high-quality opportunities they deserve. Based on our findings, we recommend implementing professional networking events, cross-sector training initiatives, and structural incentives to facilitate such partnerships. Key policy changes would include the U.S. Department of Housing and Urban Development adopting the McKinney-Vento definition of homelessness and associated student rights, enabling co-location of ECE with housing services, prioritizing childcare as an essential component of homeless services, and improving data collection on ECE enrollment among YCEH. To expand available seats for YCEH in private centers and family child care homes, fund and reserve seats designated for YCEH, and provide case managers to offer wrap-around family support.

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