Start Early applauds Congress for passing legislation to reopen the federal government and fund critical federal programs that support young children, families, and the early childhood workforce. H.R. 1032, passed the House and was signed by the President earlier this week. This legislation represents three important wins for young children and their families:

WIN #1: A Path Forward for Stability and Continuity

With this vote, Congress chose stability over disruption for early childhood and maternal health programs—advancing funding for U.S. Department of Health and Human Services (HHS) and U.S. Department of Education (ED) programs even amid ongoing disagreement over Department of Homeland Security (DHS) funding.

This compromise signals a clear understanding of how essential these funds are to states and communities across the country, and we appreciate lawmakers’ efforts to ensure funding can be mobilized quickly in support of children and families.

WIN #2: Level and Increased Funding for Prenatal-5 Programs

H.R. 1032 includes the following funding levels for home visiting, services for children with disabilities, and Head Start:

Home Visiting:

• $818.7 million for the Title V Maternal and Child Health (MCH) Block Grant, including a $5 million increase for Special Projects of Regional and National Significance (SPRANS)
• $145.25 million for Healthy Start, restoring and increasing funding and rejecting proposals to eliminate the program

Services for Children with Disabilities:

• $15.2 billion for Disabilities Education Act (IDEA) state and preschool grants, including Parts B and C: state grants ($14.2 million) + preschool grants ($420 million) + Part C grants ($540 million)
• $205.06 million for the National Center on Birth Defects and Developmental Disabilities (NCBDDD), a $1 million decrease from FY25 levels

Head Start and Child Care:

• $12.357 billion for Head Start, an $85 million increase
• $8.831 billion for the Child Care and Development Block Grant (CCDBG), an $85 million increase
• $315 million for Preschool Development Grants Birth through Five (PDG B-5)

Together, these funding streams strengthen early childhood systems across the country and are often blended and braided to increase flexibility, improve quality, and expand access to comprehensive services for children and families

WIN #3: Strong Guardrails to Protect Programs and Families

Start Early also applauds the inclusion of critical administrative guardrails that ensure federal funds reach their intended beneficiaries—young children and their families. New provisions prevent the Department of Education from transferring funding or statutorily required responsibilities to other agencies, helping preserve stability and an education-driven approach to administering IDEA programs. Additional safeguards ensure Head Start grantees receive funds in a timely manner, reducing uncertainty for families and the workforce. These guardrails provide greater confidence and continuity for federally funded programs delivering essential services during children’s earliest years.

More than 1.4 million children and their families nationwide rely on publicly funded child care to support their well-being and economic stability. This week, the U.S. Department of Health and Human Services’ Administration for Children and Families took a series of alarming actions that place these families—and the broader child care system—at significant risk. The actions include a proposed rule eliminating the requirement for states to cap family copayments at 7%; the threat of a funding freeze affecting more than $10 billion in child care subsidies, social services, and cash assistance for low-income families in five states led by Democratic governors; and the decision to halt $185 million in annual funding for Minnesota child care providers.

Taken together, these steps threaten access to affordable child care, destabilize providers and jeopardize the economic security of working families who depend on these essential supports.

At Start Early, children and families are at the center of everything we do. Public discourse has focused heavily on fraud and accountability, and the federal government has cited those claims to justify its actions. Yet far too little attention has been paid to the real and immediate impact these decisions are having on children, families and communities. Although responsible stewardship of public funds is essential, these latest federal measures were taken despite little to no evidence of widespread misuse and without clear guidance or consideration of unintended consequences.

States already operate under robust oversight mechanisms – including health and safety monitoring, attendance verification, family eligibility reviews and financial reporting – designed to ensure accountability to both state and federal authorities. Despite these safeguards, families and the early learning workforce are now facing growing uncertainty that threatens both program stability and local economies.

In Start Early’s home state of Illinois, longstanding state investments in the Child Care Assistance Program, alongside critical federal funding, mean there is currently no immediate impact from the proposed funding freeze. State leaders are actively exploring all available options in this rapidly evolving situation.

Even the threat of freezing funding can cause significant disruption, fear and instability within an already fragmented child care system—one that serves our most vulnerable population: babies and young children. The ripple effects extend beyond child care to other essential supports families rely on, including housing, nutrition and health services. When funding stability is compromised, providers across systems are forced to stretch limited resources to protect children and families—placing additional strain on an already fragile infrastructure.

At a time when families and providers are navigating an underfunded child care system, creating instability puts children at risk. Decisions about child care funding and oversight must prioritize what children need to thrive. Start Early will continue to stand with families, providers and state partners to ensure that every child has access to safe, stable and nurturing care.

For media inquiries please reach out to our team at Press@StartEarly.org.

For 25 years, Educare Chicago has set the standard for high-quality early childhood education. What began as one school is now a national network serving thousands of children and families. Start Early celebrates this milestone and the lasting impact of Educare’s model of excellence, innovation and community partnership. 

Twenty-five years ago, Educare Chicago opened its doors with a simple yet powerful belief: that every child no matter their background or ZIP code deserves access to quality early learning experiences. What began as one school on Chicago’s South Side has grown into a national network of 25 – soon to be 27 – Educare schools, all built on the original Educare Chicago model of excellence in early childhood education. Today, the Educare Network, developed by Start Early in partnership with other leading early childhood organizations, serves more than 4,000 children and families each year in our most under-served communities. 

Over the past year, we’ve celebrated this milestone in so many meaningful ways – through community gatherings, a temporary museum showcasing Educare’s history, tours for new and long-standing partners and a joyful program in Educare Chicago’s garden. These moments of coming together have reflected the deep sense of pride and possibility that has defined Educare since its earliest days. 

Last month, we brought it all together at the Educare Chicago 25th Anniversary Symposium, a day filled with wisdom, joy and heartfelt reflection. Nearly 100 individuals joined us in person at the University of Chicago and 200 more tuned in virtually, each helping make the day more special. 

Throughout the symposium, we revisited the very foundations that have shaped the Educare model of learning over the years and its focus on family engagement, professional development, high-quality teaching and data-driven improvement. These principles have guided not only how we nurture children, but how we support the adults who care for them: parents, teachers and program leaders.

The future of early childhood education is bright because of the passion, dedication and hope we witnessed throughout this year of celebration and in our work together each day. Start Early remains steadfast in our vision to make early education a public good so that every child can access high-quality learning and can thrive in school and in life. 

We are in confusing and complicated times. Advocates focused on early childhood disability services find themselves managing challenges on multiple fronts, from questions about the management and funding structure of the Individuals with Disabilities Education Act (IDEA) to restrictions to Medicaid access. It can be difficult to know where to focus.

Yet, advocating for young children with disabilities and developmental delays is more important than ever. Without access to high quality Early Intervention and early childhood education, these children can miss out on important opportunities critical to lifelong outcomes. Proposed shifts at the federal level related to IDEA and Medicaid create uncertainty at the state and local levels, which directly impacts the programs and services children with disabilities rely on for healthy growth and development.

State advocates play a critical role in this work. They serve as catalysts to drive transformative change across local Early Intervention and early childhood education systems. By elevating the voices of families, children, educators, and providers, advocates collaborate with key stakeholders to develop meaningful solutions to meet the unique needs of their communities. In times of uncertainty, access to information and supportive networks is necessary to affect system change for children with disabilities and their families. In short: it’s time to come together and be clear about what we know and what’s next.

To support the work of state advocates, Start Early and New America created a fact sheet summarizing recent federal policy actions that impact young children with disabilities and developmental delays and their families, along with resources to guide action at the local, state, and federal levels.

Over the past several months, Head Start programs and other federal programs that provide critical services to children, families and communities across the country have been hit with a wave of challenges that threaten their ability to serve. From a temporary federal funding freeze and prolonged communication delays to the abrupt closure of several regional offices, and policy changes, these disruptions have created deep uncertainty—diverting time and energy away from what matters most: supporting nearly 700,000 young children and their families.

The recently proposed Fiscal Year 2026 federal budget offered another blow: flat funding for Head Start. However, just last week, thanks in part to the incredible advocacy efforts of the national Head Start community and its supporters, the Senate Appropriations Committee proposed to fund the program at $12.36 billion, an $85 million increase over fiscal year 2025. Although this is a hopeful sign for the future, the proposed budget represents less than a 1% increase, which is far short of the full adjustment needed to maintain Head Start services given rising operational costs and growing demand. If the budget is approved as is, Head Start programs will be forced to make impossible choices for their children, their families, and their teachers.

In the field of home visiting, leadership isn’t just about steering a team; it’s about fostering a culture of empathy, growth, and inclusivity. A recent project led by Start Early, Leadership Pathways for Home Visitors of Color: An Exploration, sheds light on the successes and barriers that diverse home visitors face when striving for leadership opportunities. The project features the voices of two diverse home visitors who served as leaders on this work, Clare Willamson, Home Visitor/Parent Educator at Georgetown University Parenting Support Program, and Claudette Kabera, Family Case Manager at Community of Hope. Through the lens of their experiences, we explore what it truly means to be a leader in this field.

Effective Leadership to Empower Diverse Home Visitors

Effective leadership in home visiting requires more than just managerial skills; it demands a profound understanding of the challenges faced by both families and team members. Clare emphasized the importance of empathy, transparency, and openness to feedback:

“It’s always great to feel like your supervisor is open to learning things from you because it creates trust on both ends.” – Clare Williamson

Having firsthand experience working with families allows leaders to establish a genuine connection and offer meaningful support to supervisees. Claudette highlighted the significance of shared experiences, advocating for leaders who have walked the same path as their team members:

“The best manager I ever had, was a home visitor before they became a manager. I always felt like they knew what we were going through and was our biggest champion.” – Claudette Kabera

It is crucial for leaders to be committed to continuous learning and growth, and to foster diversity within their leadership teams. By investing in the advancement of diverse home visitors into leadership roles, organizations can create pathways for greater representation and inclusivity.

“As a leader it’s important to know your community, and if you don’t know your community, be open to learning about it!” – Claudette Kabera

Transformation of Professional Identity

As leaders within the Leadership Pathways Project, Clare and Claudette found themselves in an environment where they felt valued and supported. This collaborative venture not only bolstered their confidence but also instilled a deep appreciation for the contributions of all home visitors.

“It was refreshing to have a whole team backing this project, and us, every step of the way. Sometimes, it felt like they saw our potential before we did. Being part of this project has made me more confident and made me appreciate diverse home visitors and all the work that they do.” – Claudette Kabera

Being part of such a transformative project not only enhanced their professional skills but also shaped their personal and professional identities. It fostered a sense of belonging and empowerment, affirmed their values as home visitors, and equipped them with insights into their potential as leaders.

“This was my first time being a part of a project like this. The consistent encouragement e.g. “you got this” or “you’re great” made me feel a sense of belonging, but also made me feel like they trusted me to do the work. And I think that’s huge!” – Clare Williamson

In essence, leadership in home visiting transcends traditional managerial roles. It’s about fostering a culture of understanding, support, and empowerment, where every team member feels valued and heard. Through their journey within the Leadership Pathways Project, Clare and Claudette exemplify the transformative power of leadership in nurturing a brighter future for home visitors and the families they serve.

For diverse home visiting professionals aspiring to cultivate leadership abilities, Clare and Claudette offer practical advice. They stress the significance of self-belief, seeking mentorship, and expressing interest in leadership positions. By recognizing their own potential and actively pursuing opportunities for growth, individuals can embark on a journey towards leadership with confidence and determination.

To learn more about the Leadership Pathways project and the takeaways from this work, click here.

This blog post was co-authored by Clare Williamson (Home Visitor/Parent Educator, Georgetown University Parenting Support Program) and Claudette Kabera (Family Case Manager, Community of Hope).

Connecticut’s Governor Ned Lamont has a bold vision for the long-term success of his state: He wants to make Connecticut the most family-friendly state in the nation. And he and other state leaders are grounding that vision with a forward-leaning investment in early childhood. Under the leadership of Beth Bye, Commissioner for the Connecticut Office of Early Childhood (OEC), they are going deep and wide in building a strong early childhood system because they believe that being family-friendly is a pragmatic, economic decision essential to secure the state’s future.

I am impressed with the comprehensive approach Governor Lamont and Commissioner Bye are taking to design their early childhood strategy, and think it is worth shining a spotlight on it for other states to consider.

Last month I was honored to join a convening of Connecticut’s government and advisory leaders, policymakers, and early childhood experts to participate in a panel discussion, “Shaping Connecticut’s Tomorrow: A Conversation with Early Childhood Leaders,” alongside Ellen Galinsky, President of Family and Work Institute, Michelle Kang, CEO of NAEYC, and Commissioner Bye.

When Connecticut’s leaders talk, I hear three themes that I think will ensure their success:

• Align your leaders and your resources
• Don’t play favorites: invest in all the essentials for a strong system
• Plan for multi-generational success

Align your leaders and your resources

Connecticut created a shared understanding and alignment around early childhood for the state’s governance bodies through its Blue Ribbon Panel Report. Connecticut is fortunate to have multiple entities, beyond the OEC, that provided guidance and input into the design of a system that will transform early childhood care and education. Together they co-created and committed to a plan featuring common priorities:

• Workforce and Quality
• Inclusion and Access
• Systems Building and Funding and Costs

I recall a conversation I had with Commissioner Bye several years ago about ways states could address the entire early learning system by taking an approach that better aligns all its resources. The Blue Ribbon Panel Report maps smart resource alignment and allocation to achieve shared goals – for example, providing stable housing for families in addition to high quality early childhood education, and health screenings to address the needs of the whole child. Additionally, as Connecticut strengthens their focus on Birth through Age 3, they are comprehensively approaching the infant/toddler funding challenge by blending and braiding federal and state funds to remove some of the burden on programs.

Don’t play favorites: invest in all the essentials for a strong system

Connecticut’s holistic approach to addressing early childcare and education is comprehensive and thoughtfully weaves together all the elements necessary for a high-quality, inclusive early childhood system. Too often states invest unevenly, which diminishes (and sometimes undermines) their overall impact.

The Blue Ribbon plan prioritizes inclusion for the families with the greatest needs, prioritizes the success of the early childhood workforce, and focuses on stabilization and system building.

I want to particularly call other states’ attention to Connecticut’s focus on the early childhood workforce. The Connecticut plan highlights the importance of providing high quality professional learning for teachers, including career pathways for ECE professionals to get their credentials and increase their knowledge so that they are eligible to receive higher wages. We know that quality professional learning can provide powerful and rich onboarding to staff new to the field and improve the work environment to create a culture that is inclusive and supportive and fosters ongoing learning. As a field, we want to develop professionals’ skills, knowledge, effectiveness, and confidence to increase retention and wellbeing. And Connecticut is showing us how.

Plan for multi-generational success

Family voice is evident throughout Connecticut’s plan and early actions. From philosophically focusing on parents as their child’s first teacher to engaging with parents as thought partners in the convening I attended, Connecticut shows a commitment to thinking about the success of young children through the lens of the whole family. They encourage and prepare families to use their voices to advocate for the needs of their young children now, through their elementary years, and beyond. For the Governor’s “most family-friendly state” vision to be achieved, this is essential.

The early childhood ecosystem must include fully funding early learning and care, as we cannot provide high quality childcare on the back of parents. Connecticut understands that in order to do so, the state will need to provide inclusive community and policy supports for parental leave, childcare subsidies, affordable housing and health care screening so that opportunity gaps are addressed. These investments in families create intergenerational benefits that will have a wide-reaching and lasting impact, from the socioeconomic success of individual households to the growth of the entire state’s economy.

Frederick Douglas said, “It’s easier to build strong children than to repair broken men.” I am heartened to see Connecticut carry out his words through policy and planning that invests in the early years. A family-friendly state indeed; let’s all pay attention to Connecticut’s next steps together. This is a model worth watching.

At Start Early, we point to Research, Program & Policy Partnership (RPP) as our guiding framework for data usage among our early childhood programs and services. RPPs consist of collaborations among different teams working toward improvement that is informed by research to understand what works and what does not work, and to allocate resources effectively for the most effective and sustainable progress.

To ensure continuous quality improvement, we recently sought to gain a better understanding of data literacy among Start Early’s Early/Head Start (E/HS) staff and how they currently use data for improving practice. We also recognized this as an opportunity to reaffirm the important role of RPPs in implementing effective changes through data.

Data Literacy: the ability to meaningfully explore, understand, use and communicate with data

The Early Learning Network and Research & Evaluation teams collaborated to conduct and analyze the annual Staff Data Utilization Survey from May 2023. This survey measured understanding of and experiences with data from various E/HS staff members across multiple Start Early programs.

Key Findings

95% of the 235 respondents reported that data is an important piece to serving children and families (Figure 1), affirming how important it is that all staff have the training and resources they need to understand and use data.

Figure 1

Our findings also highlighted that many staff, particularly content area specialists and coordinators, family support specialists and home visitors, reported overall high enjoyment, confidence and understanding of data use and management.

Other staff, specifically assistant and lead teachers, expressed less enjoyment in understanding and using data and noted the need for more personalized training in data use and management.

A common hurdle for staff in using data was found to be a lack of time available to enter and work with data, making it essential to find creative solutions that fit into busy schedules.

The Power of Research, Program & Policy Partnerships

Our findings confirmed and emphasized that ongoing training and professional development opportunities were needed. Thus, the Early Learning Network partnered with Start Early’s professional development experts, which provides customized professional development trainings for early childhood professionals, to develop a one and a half day training for its E/HS staff later that year.

This training was open to all E/HS staff and focused on breaking down steps in data analysis and utilization, creating awareness and understanding of data terminology, and building confidence in using data to inform practice.

Overall, training participants shared that they learned helpful tools, gained confidence and, as a result, now have a better understanding of data utilization for their work. All participants said this training met their professional development needs and would recommend it to their colleagues.

Conclusion

This example highlights the crucial role that exploring data literacy plays in informed decision-making and enhancing outcomes for children and families. The collaboration between Start Early’s Early Learning Network, Research & Evaluation and professional development teams led to a successful training program and demonstrated the value of this ongoing work. We are committed to continue using the RPP framework, showcasing how collaboration can bridge research and practice in data literacy and drive meaningful improvements in programs, policies and practice for children and families.

If you’re interested in exploring how an RPP framework and other tools can drive improvements in your early childhood system, please reach out! You can get in touch with Start Early’s Research & Evaluation team via email at Research@startearly.org.

Earlier this month I had an opportunity to participate on a panel at the Hunt Institute Summit alongside my good friend Connecticut Commissioner of Early Education, Beth Bye and Stanford Professor, Phillip Fisher. During the panel, we engaged with legislators, mayors, city council and school board members from 49 states and the Virgin Islands.

We were all gathered in one room to talk about the importance of early care and education.  Our conversation focused on four critical components of growth and impact for ECE programs identified by The Hunt Institute within their State Snapshots 2024 report:

• Access
• Affordability
• Funding
• Quality

Over the three-day Summit, we discussed how various states rank on each of these areas. Additional detail regarding the state rankings can be found in The Hunt Institute’s State Snapshots 2024 report. Currently, no one state is doing well in all four areas. In fact, most states scored around a 2 on a scale of 1-4 in each area.

Summer is in full swing! Along with the fun the season brings, young children, expectant parents, and those who care for them face many decisions about how to safely navigate heat, poor air quality, extreme weather, and more. Compared to the general population, infants, young children, and pregnant people are more susceptible to the effects of poor air quality.

It is important for child care providers to know how to manage these environmental risks as they plan to keep children and staff safe. Child care providers are also in a unique position to support families by providing resources and guidance to keep children safe while at home.

Below are some common questions caregivers might have about how to protect young children and families if the air quality is poor, and resources that will help answer them:

• How can I monitor my local air quality to ensure that it is safe outside for infants, young children, and pregnant people?
  • The Environmental Protection Agency’s (EPA’s) AirNow Air Quality Index (AQI) Map displays the air quality in your local area and recommends precautions to take when needed. The AirNow Fire and Smoke Map also provides real-time information about where wildfires are happening across the U.S. and Canada and how they might affect your local air quality.
  • As you’re planning the day ahead for yourself or those in your care, access the map on the go and sign up for notifications about local air quality alerts using the AirNow smartphone app.
  • AirNow also has easy guidance for when and how outdoor physical activity should be modified for young children and pregnant people based on air quality: if the air quality is at orange level or above (Unhealthy for Sensitive Groups or 101–150) these groups should reduce prolonged and heavy exertion outdoors. EPA also offers educational activities and materials on air quality (recommended for children ages 4 to 7).
• What steps can I take to protect infants, young children, and staff on days with poor air quality or extreme heat?
  • This resource from the Connecticut Office of Early Childhood includes information about protecting the health of children and staff on days with extreme heat or compromised air quality.
• Where can I find programmatic guidance about poor air quality and other disasters- before and after they happen?
  • Visit the Administration for Children and Families (ACF) Office of Community Services (OCS) Disaster Flexibilities Hub. This resource has live weather updates and tools from Ready.gov and Ready.gov/es (en español) to prepare for wildfires, flooding, hurricanes, drought, extreme heat, and more. Resources for Head Start providers and early childhood caregivers include ACF Emergency and Disaster Waivers and Flexibilities, Head Start ECLKC Emergency Preparedness and Disaster Recovery Guidance, and Child Care Resources for Disasters and Emergencies. Programs that receive OCS funding can also visit the Disaster Flexibilities Hub for guidance on what types of flexibilities their programs have following climate emergencies.
• Where can SNAP and WIC be used when poor air quality and other disasters cause families to evacuate?
  • When poor air quality impacts communities, families sometimes face the difficult decision of evacuating their homes. For families who rely on nutrition assistance programs, relocating can cause confusion about how to transfer SNAP and WIC benefits across state lines. EBT can be used across state lines for SNAP and CalFresh. Families who have WIC can continue to use their benefits until their certification expires. Families must have proof that they received WIC benefits in another area or state and should contact their WIC office with any questions.
• How do I talk with young children and families about wildfires and other climate change issues?
  • Trinka and Sam: The Big Fire is both a coloring book and story, with a parents’ guide at the end of the book with prompts for how to talk about wildfires and their aftermath with families. The book is available in Spanish, Portuguese, and Greek. See a similar story about hurricanes by the same authors.

We encourage child care providers and those supporting networks of providers to share these resources broadly. Climate change is an early childhood issue and programs supporting young children and their families need tools to be responsive and climate-resilient. These resources can be helpful not only during the summer, but year-round as communities around the globe face an increasing number of extreme weather events.

Interested in other resources supporting early childhood professionals? Sign-up for our newsletter here.

Looking for helpful resources to protect yourself and the children and families in your care from extreme heat this summer? Find them here.