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 and inform the work on our priority areas, 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.
We invite you to check back often, as this list is regularly updated.
A More Diverse Teaching Force May Improve Educational Outcomes for Minority Students (Infographic)
May 24, 2019 – Young ChildrenMathematica released a research infographic suggesting that greater diversity among teachers may improve minority students' educational outcomes. The research finds that most minority students are not taught by teachers of the same race and ethnicity and that while the student body is diversifying quickly, teacher demographics are not keeping pace. The authors conclude that while it's not clear why matching race-ethnicity drives better outcomes for students, cultural relevance and positive role modeling may play a role.
The Role of Licensing in Supporting Quality Practices in Early Care and Education
May 20, 2019 – Young ChildrenA new brief from the Office of Planning, Research, and Evaluation elucidates the<br />relationship between early care and education licensing and program quality. Beyond<br />conceptualizing licensing as simply a ?permission to operate? mechanism, this brief<br />provides a framework for policymakers and ECE professionals to make use of the licensing process and its components to improve and support quality programming.
Evaluation of Race to the Top Early Learning Challenge Grants
May 20, 2019 – Young ChildrenA new report from Mathematica evaluates results from Race to the Top-Early Learning Challenge grants. These grants aimed to increase the share of early childhood education programs that use a quality ratings system and that are highly scored in those systems. The grants did indeed meet this goal, but the report finds that children in higher-quality programs did not have better developmental outcomes than children in lower-rated programs. The authors suggest that program-level improvements related to management and administration may improve program quality but may not directly translate to improved outcomes for children.
A Conceptual Model for Quality in Home-Based Child Care
May 20, 2019 – Young ChildrenThe Office of Planning, Research, and Evaluation has published a new conceptual model for understanding and promoting quality in home-based child care. Major components of the model include laying foundations for sustainability of care (e.g., engaging resources, managing finances), building lasting relationships (e.g., with children, community members), and identifying opportunities for learning and development (e.g., capitalizing on available materials, supporting children's ability to learn with and from each other). Amid a broader context of declining home-based care and increased focus on quality, this model seeks to provide strategies for supporting and retaining homebased providers.
Inequitable Access to Child Care Subsidies
Working Together for Children and Families: Findings from the National Descriptive Study of Early Head Start-Child Care Partnerships
Is Maternal Income in Childhood Associated With Adolescent Health and Behavioral Outcomes?
Child Care Subsidies under the CCDF Program: An Overview of Policy Differences across States and Territories as of October 1, 2017
State of Babies Yearbook 2019
May 16, 2019 – Young ChildrenThe State of Babies Yearbook released by the Zero to Three initiative and Child Trends explores how very young children are faring state-by-state on indicators related to health, strong families, and early learning. Ranking the states into quartiles in a four category classification system, the report classified Maine in its highest category of overall wellbeing for babies (along with all the other states of New England)
Developing a State Learning Agenda: The Maternal, Infant, and Early Childhood Home Visiting Program
February 26, 2019 – Young ChildrenThe Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Program supports voluntary, evidence-based home visiting services for at-risk pregnant women and parents with young children up to kindergarten entry. At the federal level, MIECHV has engaged in a strategic approach, the MIECHV Learning Agenda, to develop a portfolio of evidence about the implementation and impacts of MIECHV in multiple settings and contexts. The agenda includes a variety of activities, including performance measurement, continuous quality improvement (CQI), systematic reviews, descriptive research, and implementation and impact evaluation. States and territories receiving funding from MIECHV are encouraged to conduct rigorous state-led evaluations. State-led evaluations address questions of interest to the state and provide new insights on the scale-up and implementation of home visiting programs. MIECHV encourages state awardees to develop their own learning agendas to ensure that they use the best available evidence to improve performance.
Maine Data Glimpse: School Enrollment Among Those Age 3 to 4, and Type of Enrollment among the Enrolled, 2012-2016
February 25, 2019 – Young ChildrenThis graphic shows the share of Maine's 3- and 4-year-olds who are enrolled in school in each county of the state.