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 www.jtgfoundation.org/resources/covid-19 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.

 

Child Trends: School-based health centers can deliver care to vulnerable populations during the COVID-19 pandemic

March 18, 2020 – Young Children, Older Youth

Report makes recommendations to school districts for supporting the health and well being of students while schools are closed. School-based health centers disproportionately reach low-income students and those living in rural areas. For many, such services represent their only access to health care—at a time when they may need care the most. #covid-19 #education

CLASP: Policymaking Principles for Supporting Child Care and Early Education Through the Coronavirus Crisis.

March 18, 2020 – Young Children, Families

This report offers basic principles for supporting child care and early education through the coronavirus pandemic. The Author posits that Federal and state governments must invest significant resources to shore up the child care industry in bid to stabilize families who depend on child care and child care workers. #covid-19 #childcare #education

Where South Bend students can find buses with free access to Wi-Fi

March 18, 2020 – Young Children, Older Youth

With the shift to distance learning due to the coronavirus pandemic, many districts are addressing students’ unequal access to broadband challenges (see “Emerging Statistics” section, below for related research). Strategies for addressing this divide have clustered on circulation of mobile hot spots on buses (as in South Bend, Indiana and Rochester, New Hampshire), and the distribution of laptops for students (as in California), which were funded by private donors and foundations. Industry responses include the placement of hotspots in communities for public use, as Comcast and Atlantic Broadband have done. #covid-19 #education

Child Care in Crisis: Understanding the Effects of the Coronavirus Pandemic

March 17, 2020 – Families, Young Children

Child care providers are closed to all but essential workers in 16 states, and closed altogether in Rhode Island, although providers in many more states have chosen to close voluntarily. States are addressing resulting shortages in a host of ways, including by granting emergency exceptions to closures, offering emergency child care licenses, or loosening licensing regulations (see, for example, New Hampshire, Massachusetts, and Maine). However, the National Association for the Education of Young Children has emphasized the importance of funneling resources to existing child care providers instead of new programs, to ensure program sustainability and ensure children are cared for by experienced early childhood experts. #COVID-19 #childcare

Policies, Practices, and Resources for Child Care and Early Education Providers Amid the Coronavirus Crisis

March 12, 2020 – Young Children

For child care and early education providers, the federal government and many states already have plans developed in the aftermath of natural disasters in the past decade that outline best practices. #covid-19 #childcare #education

Extending Medicaid After Childbirth Could Reduce Maternal Deaths

December 13, 2019 – Families, Young Children

Nationwide, drug overdoses, suicides and pregnancy-related chronic illnesses such as diabetes, heart disease and high blood pressure are contributing to a rise in deaths among women during pregnancy, childbirth and the first 12 months after delivery. According to the U.S. Centers for Disease Control and Prevention, 3 out of 5 of those deaths could be prevented with adequate medical attention. But Medicaid pregnancy coverage, which pays for nearly half of all births in the United States, expires 60 days after childbirth, leaving many women without health insurance at one of the most vulnerable times in their lives. This article from Pew Charitable Trusts looks at the effects of extending that coverage a year or more after the end of a pregnancy.

2019 Education Indicators for Maine

December 13, 2019 – Older Youth, Young Children

Of all our economic development strategies, education is the one with the greatest return on investment. Investment in the education of Maine people creates lifelong learners, opens pathways to promising careers, and produces civically engaged citizens. Educate Maine's annual Education Indicators report is a trusted, nonpartisan resource developed to better understand Maine’s entire education system—early childhood through postsecondary. Our focus is on the ten Indicators we have identified which we believe best measure Maine’s educational performance. The ten Indicators that we measure follow the path of each Maine child as he or she grows and learns. The Foundation contributed funding for this report. *JTGF-funded

ACEs and counter-ACEs: How positive and negative childhood experiences influence adult health

October 29, 2019 – Young Children, Older Youth

Numerous studies over the past two decades have found a link between adverse childhood experiences (ACEs) and worse adult health outcomes. Less well understood is how advantageous childhood experiences (counter-ACEs) may lead to better adult health, especially in the presence of adversity. Published in the Child Abuse and Neglect International Journal, this study from Brigham Young University concludes that counter-ACEs protect against poor adult health and lead to better adult wellness. When ACEs scores are moderate, counter-ACEs largely neutralize the negative effects of ACEs on adult health. Ultimately, the results demonstrate that a public health approach to promoting positive childhood experiences may promote better lifelong health.

Measuring Student Poverty: Dishing Up Alternatives to Free and Reduced-Price Lunch

October 29, 2019 – Families, Older Youth, Young Children

For decades, state policymakers and researchers have used receipt of free and reduced-price lunch as a way to estimate student poverty, but changes to the program have made it a less reliable proxy. This is in large part because of the expanded use of the Community Eligibility Provision (CEP), which provides free lunch to all students in qualifying schools and districts. An accurate count is critical for distributing funding and assessing achievement gaps, so some states use other measures, looking only at participation in safety net programs or using census estimates. This tracker from Urban Institute shows how each state estimates its share of low-income students for funding and accountability purposes and what share of students were enrolled in CEP schools.

Applying the Research and Evaluation Provisions of the Family First Prevention Services Act

October 29, 2019 – Families, Older Youth, Young Children

The federal Family First Prevention Services Act of 2018 (Family First Act) has changed the landscape of federal child welfare funding in significant ways to support children to remain safely in their homes and encourage family-based placement when foster care placement is necessary. With specific requirements around evidence-based programs and tools, the legislation expands opportunities to use research and data to drive decision making and direct funding to ensure that children and families receive the most effective services. This brief from Child Trends outlines these research and evaluation requirements and highlights next steps for state agencies, legislators, and researchers to achieve the Family First Act’s goals.

A Spotlight on Professional Development in Head Start

September 4, 2019 – Young Children

Using data from the Head Start Family and Child Experiences Survey (FACES), Mathematica explores professional development among Head Start staff. The brief finds that training and conferences are the most common kind of professional development among program and center directors, although program directors are the most likely to report participating. The Office of Head Start’s Early Childhood Learning and Knowledge Center is identified as an especially useful technical resource, and there are few differences in the kinds of supports available across programs. However, smaller programs do struggle to provide some specific resources to staff, and the report concludes by recommending targeting additional resources to smaller centers, and center directors (rather than just program directors).

Born to Win, Schooled to Lose

August 5, 2019 – Older Youth, Young Children

New research from the Georgetown Center on Education and the Workforce finds evidence that children are sorted into adulthood socio-economic status groups according to their affluence in childhood, not their merit (i.e., test scores). The report finds, among other insights, that “the highest-SES students with bottom-half math scores are more likely to complete college degrees than the lowest-SES students with top-half math scores.” The authors recommend continuing academic interventions beyond just early childhood education and providing nonacademic supports for high schoolers to improve their transition to adulthood.