What are the characteristics of CCEE program sites in the state/territory?

Answering this question can provide a better understanding of the CCEE landscape in the state/territory/locality and help identify gaps in the availability of CCEE programs. Site level information can be used to answer this question.

A full list of elements that could be used to examine the characteristics of early care and education programs or program sites is in the Program site section of this document. The categories of Program site-level data elements are Identification,Ages Served, Licensing/Accreditation Information, Program Management,Workplace Policies/Conditions, Funding/Subsidy, Quality Rating and Improvement System (QRIS), Quality Improvement, and Parent Involvement. While a multitude of analyses could be performed using these data elements, examples of a few possible analyses are provided below. For each of these examples, further analyses could be conducted to understand patterns for subgroups of program sites. These analyses could be by Early Childhood Setting, Quality Improvement Participation, or QRIS Score

Example 1. What is the number/percent of family child care program sites in the state? Use the data element Early Childhood Setting and total the “Yes” responses for the category “Family Child Care Home.” Divide that number by the total number of program sites with a response for that element for the percent of program sites (Site ID) that are family child cares.

Example 2. What number/percent of program sites are accredited? The data element Accreditation Status indicates whether a program site is “Accredited,” has their “Accreditation in Progress”, or is “Not Accredited.” Select program sites that indicate they are “Accredited” and sum the number of program sites. Divide this number by the total number of program sites with a response for that data element for the percentage.

For program sites that are accredited, the element Accrediting Organization lists five accrediting organizations. Select one of the organizations, for example, the “National Association for Family Child Care,” and total the number of program sites accredited by that group.

1.1.1 Enter the total number of child care providers that operated in the state/territory/locality as of the end of the fiscal year. These counts should include all child care providers, not just those serving children receiving CCDF subsidies. The QPR requires that this information be stratified by program type (Licensed or registered center-based programs, License-exempt center-based programs, Licensed or registered family child care homes, License-exempt family child care homes, and In-home).

First, identify the providers that were active at the end of the fiscal year (September 30th) with the Employment Start Date and Employment End Date data elements. Select practitioners with no Employment End Date, including those with an Employment Start Date on September 30th of the fiscal year. Exclude practitioners with Employment Start Dates after September 30th. Second, split practitioners into three groups based on the setting in which they work, family child care, center-based, or license-exempt. Use the data element, Type of Setting, and assign a code “1” for practitioners working in settings that are indicated with a “Yes” for the category “Family Child Care”, code “2” to practitioners at settings that are “Center-based (including a school setting)”, code “3” for practitioners in “License-exempt” settings, and code “4” for “Home-based. Count the number of providers (Practitioner ID) in each category