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Ewen, Danielle

Works: 12 works in 12 publications in 1 language and 7 library holdings
Roles: Author
Classifications: HQ778.63, 362.712
Publication Timeline
Publications about Danielle Ewen
Publications by Danielle Ewen
Most widely held works by Danielle Ewen
Reaching all children? : understanding early care and education participation among immigrant families by Hannah Matthews( Book )
1 edition published in 2006 in English and held by 2 libraries worldwide
A fragile foundation : state child care assistance policies by Karen Schulman( Book )
1 edition published in 2001 in English and held by 1 library worldwide
Noting that families need access to high quality care so that their children can start school ready to learn and so that parents can work, this report examines state child care subsidy policy choices. Following an executive summary, chapter 1 of the report discusses state policy regarding eligibility criteria related to families receiving welfare, low-income families, low-income families transitioning off welfare, and special populations. Chapter 2 considers access to child care assistance for eligible families, including information on the numbers of families on waiting lists, how families find out about care, and barriers to remaining eligible for assistance. Chapter 3 examines co-payments by parents, discussing designing a fee scale, fees for families at different income levels, fees for multiple children, and fee exemptions. Chapter 4 discusses policies related to payment rates, including setting the basic reimbursement amount, issues in determining reimbursement rates, and differential rates for special care. Chapter 5 considers states' methods for paying providers, focusing on certificates, contracts, and the child care disregard. Chapter 6 examines state variations in the types of care used by families receiving assistance, restrictions of type of care, and trends in type of care used. Chapter 7 discusses states' administration of subsidy programs. Appended are summaries describing for each state and the District of Columbia the eligibility criteria, access to assistance for eligible families, parent co-payments, payment rates, types of care used by families receiving assistance, and a state contact. (Kb)
Report on the activities of the states using child care and development block grant quality improvement funds by Danielle Ewen( Book )
1 edition published in 1996 in English and held by 1 library worldwide
This report provides an overview of the activities funded in 1994 by states using funds available for quality improvement and supply building in the Child Care and Development Block Grant (ccdbg). Information on the activities was obtained through mail surveys conducted by the National Child Care Information Center with 45 states and territories responding. Selected descriptions of funded projects are provided--with the grant amount where available--in each of nine topic areas: (1) systems of professional development; (2) child care resource and referral agencies; (3) consumer education and support of families; (4) support of licensing; (5) development of family child care networks; (6) state certification of quality programs; (7) programs for teen parents; (8) community coordinators and interagency facilitators; and (9) leveraging funds. Following the topic descriptions, there is a synopsis of the activities funded through the ccdbg quality improvement funds. Contains 23 references (called "Resources") and a list of block grant administrators. (Kdfb)
State budget cuts create a growing child care crisis for low-income working families by Danielle Ewen( Book )
1 edition published in 2003 in English and held by 1 library worldwide
Missed opportunities : the possibilities and challenges of funding high-quality preschool through Title I of the No Child Left Behind act by Danielle Ewen( Book )
1 edition published in 2005 in English and held by 1 library worldwide
What State Leaders Should Know About Early Head Start by Elizabeth Hoffmann( Book )
1 edition published in 2011 in English and held by 0 libraries worldwide
Although Early Head Start (ehs) is a federal-to-local program, there are opportunities for collaboration at the state level that have expanded in recent years. State leaders can seize opportunities to break down silos and create collaborative state systems and programs to better meet the needs of vulnerable young children in their states. This paper reviews 11 key aspects of how the federal Early Head Start program works. Each section includes considerations for state leaders, such as how other state systems relate to a particular aspect of ehs, or what types of policy changes and partnerships states could consider to coordinate and leverage ehs resources with other state programs. Each section concludes with links to related online resources. This paper is designed to serve as an introduction to the program for state policymakers. The key aspects discussed in this paper are: (1) grantees and delegates; (2) federal-to-local structure and funding process; (3) eligible population; (4) comprehensive ehs services; (5) program delivery options; (6) ratios, group sizes, and caseloads; (7) staff qualifications; (8) training, technical assistance, and professional development; (9) monitoring and oversight; (10) data reporting; and (11) state collaboration directors. (Contains 45 endnotes.)
Supporting Our Youngest Children: Early Head Start Programs in 2010. Brief No. 11 by Stephanie Schmit( Book )
1 edition published in 2012 in English and held by 0 libraries worldwide
Since 1965, Head Start has provided high quality early education and comprehensive support services to the nation's poorest children from ages 3 through school age. In 1994, the federal Early Head Start (ehs) program was created to address the comprehensive needs of poor children under age 3 and pregnant women. Head Start and Early Head Start's comprehensive early childhood development programs provide children and families with access to a range of services such as health screenings, referrals and follow-up support, parenting resources, and social services. Programs emphasize the importance of parental involvement and staff work to cultivate parents' abilities as their children's first teachers. Research demonstrates that Head Start and Early Head Start have had positive impacts on the lives of children and families. All Head Start programs are required to complete the Program Information Report (pir) on an annual basis. Based on information reported through the pir by grantees, this analysis describes the characteristics of Early Head Start children, families, and staff, and the services provided to them from the 2002 through 2010 program years. Specifically, this brief looks at program years 2002, 2006 (when the last clasp brief was written), 2009, and 2010. (Contains 10 figures and 38 endnotes.)
Early education programs and children of immigrants : learning each other's language by Hannah Matthews( file )
1 edition published in 2010 in English and held by 0 libraries worldwide
Children from immigrant families are the fastest growing group of children in the United States. High-quality child care and early education opportunities will be critical to these children's success in school and in life. Yet, the early experiences of children in immigrant families are as diverse and varied as immigrant families themselves. While many immigrant families face numerous barriers to accessing high-quality child care and early education for their young children, these barriers are not insurmountable. The paper discusses state and local solutions to improving access for immigrant families and specific strategies and collaborations among providers, policymakers, and immigrant-serving organizations
Recommendations to Support High-Quality Early Education Programs ThroughReauthorization of the No Child Left Behind Act by Danielle Ewen( Book )
1 edition published in 2007 in English and held by 0 libraries worldwide
By the time they enter kindergarten, many low-income children are already behind their peers from more advantaged backgrounds. During early childhood, low-income children face a number of risk factors that threaten healthy development and learning, including low birth weight, stunted growth, obesity, and lead poisoning--all of which are associated with physical disabilities, reduced iq, and grade repetition. Well-designed and well-implemented early care and education programs can improve outcomes for all children, particularly those in low-income families. High-quality programs should also address other risks to child development by helping parents access comprehensive services for themselves and their children--such as medical, dental, mental health, and family support services--that are necessary for healthy development. While states and local communities recognize the importance of these investments, limited funding has constrained policymakers' ability to create and expand programs that meet young children's needs from birth through school entry. Unlike other funding sources, Title I of the No Child Left Behind Act (nclb) has seen some increases in funding levels since 2002. As a result, a number of policymakers interested in investing in high-quality early care and education programs have turned to Title I as a funding source. The child care and early education team at clasp has spent the last two years examining the relationship between Title I and the provision of high-quality early education programs in local communities. It has collected information on more than 100 programs and has conducted interviews with nearly half of these to understand the barriers and flexibility in the law. Its work has led to the following recommendations for the reauthorization of nclb: (1) Improve data collection; (2) Enhance language on transitions between community-based early childhood programs and local schools; (3) Sustain and support local flexibility in use of funds for discretionary purposes, such as early childhood programs; (4) Ensure that joint professional development opportunities are available to build knowledge of child development and appropriate practices with English language learners (ELLs); (5) Encourage state educational agencies to promote early childhood programs at the local level; and (6) Increase funding. (Contains 23 endnotes.)
A Count for Quality: Child Care Center Directors on Rating andImprovement Systems by Karen Schulman( Book )
1 edition published in 2012 in English and held by 0 libraries worldwide
Quality Rating and Improvement Systems (QRIS)--a strategy to improve families' access to high-quality child care--assess the quality of child care programs, offer incentives and assistance to programs to improve their ratings, and give information to parents about the quality of child care. These systems are operating in a growing number of states--22 states had statewide qris and four additional states had qris in one or more of their communities as of 2010. Given that qris are used in a growing number of states and communities, it is helpful to examine the range of approaches these states and communities are taking in designing and implementing qris. It is also important to examine the opportunities and barriers for qris in achieving the goals of improving the quality of child care and increasing access to high-quality child care for families, particularly for the most vulnerable families. Qris can be a tool for improving the quality of care accessed by low-income families who cannot afford high-quality care on their own. To gain more insight into different strategies for shaping and implementing qris, the Center for Law and Social Policy (clasp) and the National Women's Law Center (nwlc) interviewed 48 child care center directors from nine states about their experiences with qris. The directors offered valuable perspectives on what is working in their qris and how the systems could be improved. The directors' observations indicate that qris work best when they help child care providers improve quality on an ongoing basis by providing financial, mentoring, and other support and when they effectively align with other high-quality early childhood and after-school systems. To that end, nwlc and clasp recommend that state and local policy makers: (1) Set quality rating standards that appropriately reflect elements essential to the quality of care; (2) Establish a quality assessment process that is reliable and responsive; (3) Provide sufficient, sustained incentives and support for improving quality; (4) Design qris to meet the needs of all children; (5) Educate parents about qris and high-quality care; and (6) Align qris with other high-quality programs and components within the early childhood system. (Contains 45 endnotes.) [Additional funding was provided by Early Care and Education Consortium, New Directions Foundation, and Service Employees International Union.]
Making Pre-Kindergarten Work for Low-Income Working Families. ClaspChild Care and Early Education Series. Policy Paper No. 1 by Rachel Schumacher( Book )
1 edition published in 2007 in English and held by 0 libraries worldwide
A growing number of state leaders believe that it is essential to expand high-quality early learning and development opportunities for all young children before they reach kindergarten. A key component of this strategy is providing access to voluntary, high-quality pre-kindergarten programs, especially for low-income children. Over the last few years, a number of governors have announced their intention to expand pre-kindergarten. Yet for states to improve the chances of children who might otherwise start school at a disadvantage, pre-kindergarten programs must be designed with their families in mind. It is critical that pre-kindergarten policies promote healthy child development "and" be supportive of the needs of low-income working families. The opportunity to make state pre-kindergarten programs work for working families is often lost. The vast majority of state pre-kindergarten programs offer part-day services limited to the school year. States can help working families who rely on child care access state pre-kindergarten programs by including community-based child care settings in the delivery of pre-kindergarten. This model has the potential to break the traditional barrier between pre-kindergarten and child care policies and to address the needs of children in working families in a coordinated way, as well as to improve the various early care and education settings where children of working families already spend significant time. Although the vast majority of states now allow pre-kindergarten to be delivered in community-based early care and education settings, simply allowing this option does not in itself guarantee that low-income working families' needs will be met. A handful of states are working to realize these opportunities, but more could be done. This paper is based on a review of the first in-depth national research on the 29 states that, as of 2004, allowed mixed delivery in their pre-kindergarten programs. The review focused on promising practices and ideas for improvement. This paper: (1) provides evidence that policymakers need to review their pre-kindergarten initiatives to ensure maximum access for children in working families, especially low-income children; (2) describes some models states and localities are using to be responsive to low-income working families' needs by delivering pre-kindergarten in community-based settings; and (3) highlights key strategies to address the needs of low-income working families and examines the extent to which state pre-kindergarten policies currently do so. (Contains 3 figures and 65 endnotes.)
Putting Children and Families First: Head Start Programs in 2010. Brief No. 10 by Stephanie Schmit( Book )
1 edition published in 2012 in English and held by 0 libraries worldwide
Since its creation in 1965, Head Start has provided high quality early education and comprehensive support services to three- and four-year-olds in poor families. In addition to early learning opportunities, Head Start's comprehensive early childhood development program provides children and families with access to a range of services such as health screenings, referrals and follow-up support, parenting resources, and social services. As the result of the 2009 American Recovery and Reinvestment Act (arra), Head Start received $2.1 billion of which $1.1 billion was designated for Early Head Start. It was estimated that the funds would serve an additional 16,000 children over two years. This brief reports on 2010 Program Information Reports (pir) data. This data will reflect the first of the two years that the arra funds will impact. This policy brief uses pir data to describe the state of Head Start in 2010 and looks at the changes and trends that have developed from 1997 until now. The pir data summarized in this brief provides contextual information for programs and advocates about Head Start programs and the children and families they serve. In this analysis we highlight changes since 2006, which is the last year that clasp published a trend analysis of Head Start data. Head Start requires all grantees to submit a pir annually to the U.S. Department of Health and Human Services (hhs). The pir provides a snapshot of Head Start children, families, staff, and programs each program year. This brief looks at all children (birth to age 5) served through Head Start, including infants and toddlers in the Early Head Start program, children in the Migrant and Seasonal program, and children in the Head Start preschool program. (Contains 10 figures and 22 endnotes.)
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