Networks increasingly drive social change efforts, and developing network effectiveness requires a range of activities and specialized supports. GPG believes that the Early Care and Education (ECE) field, and by association, California’s youngest learners, would benefit from strengthening and formalizing the network of organizations and collaboratives working to influence and/or inform ECE policy in California. The maps on this page seek to identify organizations and collaboratives working in the state ECE policy landscape, support the exchange of information between existing organizations and collaboratives, identify opportunities for strategic connections between organizations and collaboratives, and provide a tool to support and strengthen the network.
GPG created these maps to add value to the ECE policy field in California. GPG envisions a range of audiences for these maps. Specifically, these tools could be useful for members and staff in the California Assembly, Senate, and Administration; state agency staff; and other policy makers seeking a better understanding of ECE policy actors/influencers in California. More broadly, these maps can serve any stakeholder that wishes to identify ECE policy organizations, collaboratives, and/or potential partners. The maps may be particularly useful for those new to the ECE landscape in California and those seeking to identify partners with Specific Focus areas (ex: child health or ECE workforce) and/or Natures of Work (ex: media/communications or research).
This website contains information, maps, and other tools related to the California CA ECE Network Mapping work undertaken by the Glen Price Group (GPG) with financial support from the David and Lucile Packard Foundation.
The video below provides an overview of the the ECE Network Maps. The video starts with a introduction to the purpose of the maps and map functionality. It then moves into specific questions that the map can be used to answer, and illustrates how to navigate the maps to answer these questions. This video was created during a webinar to introduce the map to a group of stakeholders.
The map taxonomy is a consistent set of classification standards that play a foundational role in how the maps are organized and how information can be sorted and viewed. For these maps, GPG developed a taxonomy that includes a set of fields (ex: type of organization, nature of organization’s work, organizational areas of focus, etc.) and a set of classifications within each field (ex: non-profit, advocacy organization, training and technical assistance provider, etc.) The taxonomy is presented below, along with a description of the specific classifications within each field.
Click on a taxonomy field below to view the options and definitions.
|Public Agency / Government Entity||An official governmental body established by the State, legislature, or voter propositions; may be called commissions, boards, or departments|
|Non-Profit||An entity with an IRS tax-exempt status|
|Foundation||A non-governmental entity with a principal purpose of making grants to organizations, institutions, or individuals|
|Research Institute and/or Think Tank||An organization or subdivision of a bigger institution dedicated to conducting research and/or proving evidence informed policy guidance on particular issues, policies, etc.|
|Association/Membership-based Organization||An organization composed of members, usually with dues, often due to same/similar professional occupations and/or interests|
|Subdivision||A subsection of a larger organization. Could be called a department, division, program, etc.|
|Other||An organization whose structure, function, or purpose is not captured by any of the identified organizational labels|
|Collaborative||An organization with a primary function of coordinating, convening, and engaging partnering entities|
|Technical Assistance Collaborative||Works to provide, coordinate, or plan technical assistance and/or training efforts|
|Advocacy Collaborative||Seeks to collaboratively advocate for policy change and/or investments related to the collaborative’s areas of focus|
|Cross-Systems Coordination Effort||Works to plan, coordinate, align, integrate, and/or develop efficiencies across different systems (ex: Workforce preparation, Developmental Screens)|
|Intra-System Coordination||Works to plan, coordinate, align, integrate, and/or develop efficiencies within a single system (ex: QRIS, Home visiting)|
|Funders Collaborative||Coordination of funders, interested in a particular issue or region.|
|Advocacy||Influences public policy, either broadly or by issue-area, without putting candidates up for election|
|Professional Development or Technical Assistance||Provides professional development opportunities or technical assistance to direct service providers and/or other professional development or technical assistance providers|
|Direct Services for Children and Families||Provides services directly to children and/or families|
|Funding||Provides funding, grants, etc. for a particular purpose or program|
|Community Organizing / Social Networking||Coordinates cooperative efforts, information sharing, and campaigning involving interest groups and individuals|
|Media/Communications||Uses traditional and social media and communications to drive advocacy or change efforts|
|Research||Conducts research and/or analysis in a field, deriving relevant information, guidance, and/or recommendations|
The items listed below are General Areas of Focus. Click on an item below to view the Specific Areas of Focus contained within each General Area of Focus.
|Access||Includes increasing overall funding for ECE programs to increase the number of slots available from children 0-5 to access early learning opportunities. This also includes revising eligibility requirements so more children are eligible for subsidized care.|
|Child Observation and Assessment||Includes Kindergarten Entrance Data/Kindergarten Readiness Assessments and Developmental and Health Screenings (child health and CA-QRIS).|
|Quality, Accountability, and Improvement||Includes: QRIS; Site/classroom/staff quality improvement plans; Classroom Ratios and Group Size; Staff Qualifications (teachers and directors); Effective Teacher/Adult-Child Interactions; Program Environment; and Facilities and Licensing.|
|Curriculum||This includes Social-Emotional Development, Play-based models, STEM, arts education, etc.|
|Birth through Third Grade Alignment||Includes work to align program standards, requirements, assessments, and/or teacher qualifications across systems serving children birth through age 8.|
|Responsiveness to Diverse Student Needs||Includes Support for Dual Language and English Language Development, serving minority students, and is inclusive of special education and full inclusion settings.|
|Leadership Development and Program Administration||Includes work to build the capacity of ECE program leaders, including elementary principles, center-based administrators, and owners of family childcare homes, and/or capacity building and professional development related to program operations.|
|Educator Quality||Includes Effective Teacher/Adult-Child Interactions; Staff Qualifications (teachers and directors); Professional Development/Training; Credentialing/Permitting; and Practice-based Coaching and Reflective Supervision.|
|Higher Education||Includes work related to higher education and its role in preparing the ECE Workforce.|
|Compensation||Includes a focus on how educator compensation impacts the ECE workforce and field generally. Is inclusive of efforts to increase compensation through a number of forms/strategies.|
|Teacher/Staff Retention||Includes examining teacher/staff retention, factors related to retention, strategies to increase retention, and the impact of retention on student outcomes.|
|Nutrition||The intersection of child nutrition with child development and ECE.|
|Accessible Health Care||A focus on health care access as it relates to early childhood development, developmental screens/services/early intervention, mental health services, and improving child outcomes.|
|Early Childhood Health||Includes Developmental Screens/Developmental Services (inclusive of childhood mental health, early intervention, special education, behavioral health, IDEA part B and C services).|
|Prenatal and Reproductive Care||Includes access to reproductive healthcare, access to prenatal services and supports, information about healthy reproductive and prenatal practices, etc.|
|Parental Mental Health||A focus on parental/caregiver mental health care, supports, and services as it relates to strengthening families and improving child outcomes.|
|Environmental Health||A focus on the environment that affects child and family health, including the presence of lead, water quality, air quality, etc.|
|Family Engagement and Empowerment||Includes a focus on engaging, involving, and including families and caregivers in ECE (at ECE centers and sites, in policy and advocacy, through community services, in the home, etc.) and empowering families to serve as advocates for their children and the services they deserve.|
|Home Visiting||Includes efforts related to home visiting programs and/or services.|
|Child Welfare||Includes efforts related to preventing or studying childhood trauma, abuse, neglect, and foster care, and policy or systems work related to state and local child welfare systems including the foster care system.|
|Family, Friend, and Neighbor Suport and Outreach||Includes License Exempt Care.|
|Reimbursement Rates||Work related to administering or advocating for increases to the rates at which sites/centers/caregivers are reimbursed for providing subsidized child care or ECE services.|
|Tiered Reimbursement||Issues related to programs receiving different levels of funding/reimbursements based on their quality rating (ex: programs receive higher reimbursements as they move up on the rating scale).|
|Cost of Quality||Includes a focus on better understanding, defining, and/or communicating the costs associated with providing high-quality ECE.|
|Program Hours||This is inclusive of flexible scheduling, expanded program hours, out-of-school time, expanding part day to full day care, and providing/increasing care options beyond the traditional school day or year.|
|Alternative Payment||Alternative payment programs (APPs), funded with state and federal funds, offer an array of child care arrangements for parents such as in-home care, family child care, and center-based care. The APP helps families arrange child care services and makes payment for those services directly to the child care provider selected by the family. The APP is intended to increase parental choice and accommodate the individual needs of the family. This area of focus is inclusive of all work to administer, advocate for, or improve the APP.|
|Coordination of Services||Includes community schools, co-location of services, case coordination, home visiting, and system efforts that seek to better coordinate and align services and eligibility requirements.|
|Community-based Programs for Enrichment||Includes libraries, museums, community centers, family resource centers, and Boys and Girls Clubs.|
|Private Sector/Business Community Engagement||Includes efforts to engage, inform, mobilize, and/or partner with the private sector/business community as an advocate for ECE.|
|Civil Rights||Includes a focus on ECE as a civil rights issue, particularly for historically disenfranchised communities/groups.|
The Early Care and Education (ECE) Organizations Map seeks to facilitate an improved understanding of the landscape of organizations working to affect, influence, or inform ECE policy at the state level in California. The map includes ECE organizations working at the state systems/policy level, and provides the following information for each organization:
This map is intended to serve as a resource for the field. This map is a good faith effort to identify organizations working at the state-level in the ECE field. Given the complexity of the landscape, it is unlikely that this map is wholly inclusive or exhaustive. Information on this map is sourced from publically available materials. Some organizations may have been unintentionally overlooked, while others may not be represented on the map because they did not fit the parameters for inclusion.
The Collaboratives Map seeks to share information about groups or collaboratives, made up of organizations and/or organizational representatives, working to affect, influence, or inform ECE policy at the state level in California. This map includes groups that are not formal organizations in their own right. The map includes collaboratives working at the state systems/policy level, and provides the following information for each group:
Information about these groups/efforts was collected through online information gathering, discussions with stakeholders in the field, and GPG’s internal organizational knowledge. Because the collaboratives found on this map are not stand-alone organization, information gathering posed some challenges. As such, it is unlikely that this list is wholly inclusive or exhaustive. Some groups/collaboratives may have been unintentionally overlooked, while others may not be represented on the map because they did not fit the parameters for inclusion.