Resource Library

COVID-19 Update: The John T. Gorman Foundation is curating a list of resources, emerging best practices, and innovative ideas from across the country to help local organizations serve vulnerable Mainers during the coronavirus outbreak. To access those resources, visit or enter Covid-19 in the keyword search. Those results can be further focused by using the “Filter by” menu above to filter by population type (Young Children, Older Youth, Families, and Seniors) or by clicking the following links: childcare, education, food security, housing, rural areas, and workforce.

The John T. Gorman Foundation strives to be data-driven and results based and seeks to promote information and ideas that advance greater understanding of issues related to our mission and priorities. In our effort to promote these values, we offer these research and best practice resources collected from reputable sources across the country. The library also includes briefs and reports the Foundation has commissioned or supported, a listing of which can be found here.


Pandemic impacts review finds decline in ECCE program enrollment, setbacks to young child learning and development

June 21, 2021 – Families, Young ChildrenChildcare, COVID-19, Education, Racial Equity, Workforce

The University of Michigan and the Urban Institute have partnered to synthesize the pandemic’s effects on young children and on the early childhood care and education (ECCE) programs that serve them. Reviewing 63 studies on COVID-19 and early childhood disruptions, the authors find consistent documentation of ECCE enrollment declines, a mix of in-person and remote settings for programs that were available, and significant setbacks to young child learning and development, disproportionately born by low-income families and families of color. The paper makes short-term recommendations for leveraging immediate COVID-related resources, but also provides guidance on strengthening the ECCE system for the long-term, including investing in the workforce and in cohesive systems planning. #covid-19 #childcare #racialequity #workforce #education

Remote work and child care closures hasten need to revamp fragile child care system

June 21, 2021 – Families, Young ChildrenChildcare, COVID-19, Workforce

A Bipartisan Policy Center report describes new survey results assessing how parents’ work arrangements are interacting with their child care needs. Results suggest that 81 percent of working parents with children under 5 who have the option to work remote are utilizing that option. Most parents (60 percent) would like to keep this option to some extent moving forward to enable flexibility of childcare. This is particularly relevant for parents with inconsistent or nontraditional work hours, which disproportionately includes Black, less educated, and low-income parents. The survey shows that only 29 percent of parents had access to the same childcare situation as pre-pandemic, and threequarters of parents said they had missed a full day of work in the past month due to child care constraints. Finally, respondents across the political spectrum expressed support for high-quality child care access, with 95 percent of liberals and 79 percent of conservatives agreeing that more government support of child care would benefit children and families. #covid-19 #childcare #workforce

The number of home-based early care and education providers decreased from 2012 to 2019

June 9, 2021 – Families, Young ChildrenChildcare, Education

The Administration for Children and Families’ Office of Planning, Research, and Evaluation (OPRE) recently released a chartbook with findings from the 2012 and 2019 National Survey of Early Care and Education. These data allow for a nationally representative look at listed, unlisted paid, and unlisted unpaid homebased early care and education providers in the United States. A main finding includes that the number of providers nationwide decreased from 2012 to 2019. This decline was driven in part by a 25 percent drop in the number of listed home-based providers over this period. #childcare #education

Making best use of federal child care support means strategic partnerships to build capacity

May 4, 2021 – FamiliesChildcare, COVID-19, Education

A new report from CLASP elucidates the role and extent of different federal relief funding streams that can be used to enhance child care facilities. Some resources are specific to child care (e.g., the Child Care & Development Block Grant) while others, available to states and localities as general small business and capital project funds, could also be leveraged in this way. CLASP identifies which sources can be used for renovations, technical assistance, equipment, hazard pay, and other infrastructure-supporting uses. Authors suggest partnerships with Community Development Financial Institutions (CDFIs) are an especially important strategy for states and tribes to consider, given that these partnerships can open access to new funding streams, development expertise, real estate, and technical assistance. #covid-19 #education #childcare

Facilitating parental work and school is the key driver of child care searches

April 2, 2021 – FamiliesChildcare

The Office of Planning, Research and Evaluation (OPRE) at the Administration for Children and Families (ACF) contributes to understanding of child care demand by identifying why parents search for a new child care provider and describing the results of those searches. Using data from the 2012 National Survey of Early Care and Education Household Survey, the report shows that nearly half of parents of children under age six had searched for a provider in the prior two years, most often—two in three parents—seeking care so that parents could work or attend school. Another 30 percent identified supporting child development as the main driver of their search. Findings differed considerably by child age, with parents of children under three much more likely to cite facilitating parental work or school as their main search reason compared to parents of children age three to six (77 versus 19 percent). Parents from higher-income households were both more likely to search for care and more likely to enroll with a new provider compared to their peers from lower-income households. #childcare

Lessons learned on credentialing as a tool for professionalizing the ECE workforce

April 1, 2021 – General – Childcare, Workforce

Since 2019, Louisiana has required lead teachers in public child care centers to obtain an Early Childhood Ancillary Certificate (ECAC) if they do not already have a bachelor’s degree. While these credentialing requirements are intended to help professionalize the ECE workforce, these policies also can create new burdens for already overextended child care workers and programs. New research from UCLA and the University of Virginia finds that despite the robust design of the program—where tuition is fully covered and teachers who complete the program are eligible for a large refundable tax credit—the majority of teachers who begin the ECAC program do not complete it. Program leaders suggested that simplifying enrollment and scholarship applications, creating more digital materials, more consistent check-ins with candidates, and child care center director support for their employees in the program were all key factors in whether or not child care workers completed the program. #childcare #workforce

New research links elementary school closures to reduced maternal labor force participation

March 12, 2021 – FamiliesChildcare, COVID-19, Education

An article published in Gender & Society finds that COVID-19-related school closures are associated with reduced maternal employment, concluding that schools are part of the nation’s critical care infrastructure. The authors collected operating status of schools (data not yet available publicly), linking this information to data on labor force participation from the current population survey. The authors find that in states with fully remote instruction, the gender labor force participation gap grew over the pandemic and stayed smaller in places where hybrid (like Maine) or in-person instruction was available. The authors conclude that states should continue to prioritize continuous in-person child care and schooling so parents, and especially mothers, can continue to engage in paid work. #covid-19 #education #childcare

New federal research finds child care quality only loosely linked to price

January 27, 2021 – FamiliesChildcare

New research from the Administration for Children and Families explores the relationship between the price of center-based child care and measures of quality in those centers. Using data from the 2021 National Survey of Early Care and Education, the authors find that there is little relationship between reported prices and quality of care measures: for preschool-age care, price is associated with 7 of the 18 quality indicators assessed, and for infant and toddler care, cost is associated with even fewer indicators (3 of 14 and 3 of 18, respectively). The authors emphasize that questions remain around what does drive child care pricing, and in particular, “what those prices ‘buy’ families in terms of the quality of care for their children.” #childcare