About this srcd poster session

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Panel information
Panel 9. Family Context & Processes

Abstract

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The 2014 reauthorization of the Child Care and Development Block Grant recognizes the benefits of early care and education (ECE) for children in foster care (CiFC). However, recent studies have shown low levels of ECE participation among CiFC (Lee, 2020). One southern state’s agencies are partnering with researchers on a project to advance equity in access to and delivery of high-quality ECE for CiFC. The partnership is adapting the Learn, Innovate, and Improve model (Derr et al., 2018) to 1) Learn about the facilitators and barriers to CiFC’s participation in ECE, 2) use project findings to innovate strategies to increase CiFC’s participation in high-quality ECE, and 3) use rapid learning methods to improve the feasibility, implementation, and impacts of selected strategies.
Methods
This study uses three data sources. First, we analyzed state ECE administrative data (e.g., licensing, childcare voucher authorization records, Head Start Program Information Report) to examine the proportion of CiFC in different ECE settings (N = 3,110 CiFC, from 8/2021-7/2022). Second, we conducted focus groups with 21 foster parents, 3 Child Care Resource & Referral (CCR&R) leaders, and 3 directors of faith-based ECE programs that did not accept childcare vouchers. Semi-structured focus group protocols included questions about foster parents’ ECE search process, ways CCR&R staff can help foster parents find ECE, and considerations and barriers to ECE programs serving CiFC. We used a rapid coding approach (Hamilton, 2013) to identify key themes from foster parent focus groups, and thematic analysis to summarize key takeaways from conversations with CCR&R leaders and faith-based ECE directors. Third, we collected and conducted descriptive analysis of survey data from a convenience sample 106 foster parents about their experiences searching for and using ECE.
Key Findings
Administrative data analysis indicated 45% of CiFC received a childcare voucher, 21% attended an early intervention program (typically in less inclusive settings), 7% were enrolled in the state-funded PreK program, and only 6% were enrolled in Early Head Start/Head Start (EHS/HS). Foster parent focus group and survey findings showed that parents primarily rely on their own efforts and personal connections in their search for childcare (Figure 1) and often struggle to find timely high-quality childcare that accepts vouchers (Table 1). About one-fifth of surveyed foster parents wanted a list of ECE program options to aid their search process. Faith-based ECE program directors shared they would like to enroll CiFC but perceive barriers (e.g., misconceptions about requirements to use a secular curriculum and hire staff outside the faith-based community).
Implications
Researchers and partners from state agencies (Early Childhood, Division of Children and Family Services) and organizations (CCR&R, faith-based organizations, EHS/HS) discussed and used project findings to innovate strategies to improve access to high-quality ECE for CiFC. Three key strategies the project team is working to develop, implement, and test are: a) Partner with CCR&R agencies to provide targeted support for foster parents searching for high-quality ECE: b) Encourage and support more faith-based ECE providers to enroll more CiFC, and c) Facilitate enrollment in EHS/HS among CiFC.

Author information

Author	Role
Kirby Chow, SRI Education	Presenting author
Sheila Smith, National Center for Children in Poverty	Non-presenting author
Nikki Edge, University of Arkansas for Medical Sciences	Non-presenting author
Todd Grindal, SRI Education	Non-presenting author
Maribel Granja, National Center for Children in Poverty	Non-presenting author
Nicholas Ortiz, SRI Education	Non-presenting author
Nancy Perez, SRI Education	Non-presenting author

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