ML 4.0 Transitional//EN"> NOTES

  1. California Department of Education, Language Census 2001 (Sacramento: California Department of Education, 2001).
  2. J. P. Shonkoff and D.A. Phillips, eds., From Neurons to Neighborhoods: The Science of Early Childhood Development (Washington, D.C.: National Academy Press, 2000).
  3. Children Now, The California County Data Book 2001 (Oakland, CA: Author, 2001).
  4. Goal 1 Technical Planning Group, Reconsidering Children’s Early Development and Learning: Toward Common Views and Vocabulary (Washington, D.C.: National Education Goals Panel, 1995).
  5. R. Shore, Ready Schools (Washington, D.C.: National Education Goals Panel, 1998).
  6. National Education Goals Panel, Special Early Childhood Report 1997 (Washington, D.C.: Author, 1997).
  7. A. Carr and M. J. Hanson, Positive Outcomes for Children with Disabilities and Other Special Needs: Preliminary Analysis (Rohnert Park, CA: California Institute on Human Services at Sonoma State University, 2001) 6.
  8. J. P. Shonkoff and D.A. Phillips, eds., From Neurons to Neighborhoods.
  9. Cost, Quality, and Child Outcomes Study Team. Cost, Quality, and Child Outcomes in Child Care Centers (Denver: University of Colorado, 1995); D. Phillips and G. Adams, “Child Care and Our Youngest Children,” Future of Children 11(1):35-51 (Spring/Summer 2001).
  10. D. L. Vandell and B. Wolfe, Child Care Quality: Does It Matter and Does It Need to be Improved? (Madison, WI: University of Wisconsin Institute for Research on Poverty, 2000).
  11. B. Fuller and S. D. Holloway, Preschool and Child-Care Quality in California Neighborhoods: Policy Success, Remaining Gaps (Berkeley: Policy Analysis for California Education, University of California, Berkeley and Stanford University and the California Child Care Resource & Referral Network, August 2001), 2.
  12. Carr and Hanson, Positive Outcomes for Children with Disabilities and Other Special Needs, 6.
  13. California Child Care Resource and Referral Network, The 2001 California Child Care Portfolio, available at www.rrnetwork.org/uploads/1012951925.
  14. Fuller and Holloway, Preschool and Child-Care Quality in California Neighborhoods.
  15. Carr and Hanson, Positive Outcomes for Children with Disabilities and Other Special Needs, 12.
  16. Ibid.
  17. A. J. Reynolds, J. A. Temple, D. L. Robertson, and E. A. Mann, “Long-Term Effects of An Early Childhood Intervention on Educational Achievement and Juvenile Arrest.” Journal of the American Medical Association 285(18):2339-2346 (May 2001). See also the issue of The Future of Children devoted to the impact of early education on children’s outcomes: Future of Children, 5(3):133-44 (Winter 1995).
  18. J. Hailey, “Publicly Funded Programs for Low-Income Families: An Overview of Early Education and Child Care in California,” April 2001. Available at www:sen.ca.gov/sor/fyi-earlyed.html.
  19. Committee for Economic Development, Preschool for All: Investing in a Productive and Just Society (New York: Author, 2002).
  20. California School Readiness Task Force, Here They Come: Ready or Not! Report of the School Readiness Task Force (Sacramento, California Department of Education, 1988).
  21. Universal Preschool Task Force, Ready to Learn: Quality Preschools for California in the 21st Century (Sacramento: California Department of Education Department, 1998).
  22. National Assessment of Educational Progress, The Nation’s Report Card, California Profile, available at: http://nces.ed.gov/nationsreportcard/states/profile.asp?state=CA.
  23. J. M. Love, M. Ellin Logue, J. V. Trudeau, and K. Thayer, Transitions to Kindergarten in American Schools: Final Report of the National Transition Study (Washington, D.C.: U.S. Department of Education, 1992), 20, 29.
  24. Love et al., Transitions to Kindergarten, 8.
  25. Shonkoff and Phillips, From Neurons to Neighborhoods, 134.
  26. J. West, K. Denton, and L. Reaney, The Kindergarten Year: Findings from the Early Childhood Longitudinal Study (National Center for Education Statistics, 2000), 15. See also: S. Vecchiotti, Kindergarten: The Overlooked School Year (New York: Foundation for Child Development, 2001).
  27. These studies include: D. Gullo, “The Long-Term Educational Effects of Half-Day versus Full-School-Day Kindergarten,” Early Child Development and Care 160:17-24 (2000); Y. L. Wang and G. W. Johnstone, “Evaluation of a Full-Day Kindergarten Program, ERS Spectrum 17(2):27-32 (1999); J. Elicker and S. Mathur, “What Do They Do All Day? Comprehensive Evaluation of a Full-School-Day Kindergarten,” Early Childhood Research Quarterly 12:459-480 (1997); R. Sheehan, J. Cryan, J. Wiechel, and I. Bandy, “Factors Contibuting to Success in Elementary Schools: Research Findings for Early Childhood Educators, Journal of Research in Childhood Education 6(1):66-75 (1991); J. Cryan, R. Sheehan, J. Wiechel, and I. Bandy-Hedden, “Successful Outcomes of Full-School-Day Kindergarten: More Positive Behavior and Increased Achievement in the Years After,” Early Childhood Research Quarterly 7:187-203 (1991). They are cited in Vecchiotti, Kindergarten: The Overlooked School Year, Table 3.
  28. Vecchiotti, Kindergarten: The Overlooked School Year, 26
  29. D. R. Entwisle, “The Role of Schools in Sustaining Early Childhood Program Benefits,” Future of Children, 5(3):133-44 (Winter 1995); Carnegie Task Force on Learning in the Primary Grades, Years of Promise: A Comprehensive Learning Plan for America’s Children (New York: Carnegie Corporation of New York, 1996).
  30. Entwisle, “The Role of Schools in Sustaining Early Childhood Program Benefits.”
  31. Reynolds et al., “Long-Term Effects of An Early Childhood Intervention."
  32. Shore, Ready Schools, 5.
  33. Love et al., Transitions to Kindergarten, 7.
  34. Carr and Hanson, Positive Outcomes for Children with Disabilities and Other Special Needs.
  35. S. L. Odom, E. M. Horn, J. M. Marquart, M. J. Hanson, P. Wolfberg, P. Beckman, J. Lieber, S. Li, I. Schwartz, S. Janko and S. Sandall. “On the Forms of Inclusion: Organizational Context and Individualized Service Models” Journal of Early Intervention 22:185-99 (1999).
  36. Berkeley Planning Associates, Child Care and Developmental Needs in California Families of Children with Disabilities (Sacramento: California Department of Education, 1988); California Department of Education Child Development Division, Map to Inclusive Child Care Project, Access to Child Care for Children with Disabilities and Other Special Needs (Sacramento: Author, 2001); West Ed Center for Prevention and Early Intervention, Barriers to Inclusive Child Care Research Study: Preliminary Findings and Recommendations (Sacramento, State Printing Bureau, 2001).
  37. Carr and Hanson, Positive Outcomes for Children with Disabilities and Other Special Needs, 12
  38. National Association for the Education of Young Children, Policies Essential for Achieving Developmentally Appropriate Practice in Early Childhood Programs: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 (Washington, DC: Author, 1996).
  39. H. S. Gazan, Regulation: An Imperative for Ensuring Quality Child Care (New York: Foundation for Child Development, 1999).
  40. National Association for the Education of Young Children, Position Statement on Licensing and Public Regulation of Early Childhood Programs (Washington, D.C.: Author, 1997), 5.
  41. B. Bowman, M. S. Donovan, and M. S. Burns, eds., Eager to Learn: Educating Our Preschoolers (Washington D.C., National Academy Press, 2000), Executive Summary, 6-7.
  42. Bowman, Donovan, and Burns, Eager to Learn, 307.
  43. California Child Care Resource and Referral Network, The 2001 California Child Care Portfolio, available at www.rrnetwork.org/uploads/1012951925.
  44. National Association for the Education of Young Children, Guidelines for Appropriate Curriculum Content and Assessment in Programs Serving Children Ages 3 Through 8 (Washington, D.C.: Author, 1990), 2-3.
  45. This research is reviewed in Vandell and Wolfe, Child Care Quality.
  46. Center for the Child Care Workforce, Current Data on Child Care Salaries and Benefits in the United States (Washington, D.C.: Author, March 2001). Wage figures are based on Bureau of Labor Statistics job titles and data.
  47. Center for the Child Care Workforce, Then and Now: Changes in Child Care Staffing, 1994-2000 (Washington, D.C. and Berkeley, CA: Center for the Child Care Workforce and Institute of Industrial Relations, University of California at Berkeley, April 2001).
  48. National Women’s Law Center, Be All That We Can Be: Lessons from the Military for Improving Our Nation's Child Care System (Washington, D.C.: Author, 2000). See also M.-A. Lucas, “The Military Child Care Connection, Future of Children 11(1):129-133 (Spring/Summer 2001).
  49. Council of Chief State School Officers, Early Childhood and Family Education (Washington, DC: Author, 1999), 11.
  50. Committee on Economic Development, Preschool for All, 59.
  51. Universal Preschool Task Force, Ready to Learn: Quality Preschools for California in the 21st Century.
  52. M. R. Mueller, “The Evaluation of Minnesota's Early Childhood
    Family Education Program.”  American Journal of Evaluation 19(1): 79-86 (1998).
  53. S. Groginsky, S. Robison, and S. Smith, Making Child Care Better: State Initiatives (Washington, DC: National Conference of State Legislatures, 1999).
  54. Zero to Three, Key Findings from a Nationwide Survey Among Parents of Zero-to-Three-Year-Olds (Washington, D.C.: National Center for Infants, Toddlers, and Families, April 1997); K. Taaffe Young, K. Davis, and C. Schoen, Survey of Parents with Young Children (New York: Commonwealth Fund, August 1996).
  55. M. DiCamillo and N. Halfon, Child Care and Early Education Public Opinion Surveys Conducted for the California Commission on Children and Families (Los Angeles: UCLA Center for Healthier Children, Families, and Communities, February 2002).
  56. J. Capizzano, G. Adams, and F. Sonenstein, Child Care Arrangements for Children Under Five: Variation Across States (Washington, D.C.: Urban Institute, March 2000).
  57. A. Collins and B. Carlson, Child Care by Kith and Kin: Supporting Family, Friends, and Neighbors Caring for Children (New York: National Center for Children in Poverty, 1998), 6-7
  58. Ibid.
  59. Reynolds et al., “Long-Term Effects of An Early Childhood Intervention on Educational Achievement and Juvenile Arrest.”
  60. S. Ochshorn, Partnering for Success: Community Approaches to Early Learning (New York: Child Care Action Campaign, 2000).
  61. C. H. Ripple, W. S. Gilliam, N. Chanana, and E. Zigler, “Will Fifty Cooks Spoil the Broth? The Debate Over Entrusting Head Start to the States.” American Psychologist 54 (5): 1-17.
  62. Carr and Hanson, Positive Outcomes for Children with Disabilities and Other Special Needs, 34.
  63. C. Sia, “A Vision of Health from Hawaii.” Family Support Magazine, Spring 2000.
  64. Shonkoff and Phillips, From Neurons to Neighborhoods, 392.
  65. D. Phillips and G. Adams, “Child Care and Our Youngest Children,” 44-45.
  66. D. E. Friedman, “Employer Supports for Parents with Young Children,” Future of Children 11(1):63-78 (Spring/Summer 2001).
  67. S. Moss, Child Care and Its Impact on California’s Economy (Oakland, CA: National Economic Development and Law Center, 2001), iii.
  68. C. Rivera. “Child Care Shortages Costing Jobs” Los Angeles Times, October 26, 2000, cited in Moss, Child Care and Its Impact on California’s Economy, iv.
  69. DiCamillo and Halfon, Child Care and Early Education Public Opinion Surveys Conducted for the California Commission on Children and Families.
  70. T. Bond, E. Galinsky, and J. Swanberg, The l997 National Study for the Changing Workforce (New York: Families and Work Institute, l998).
  71. Zero to Three, Key Findings from a Nationwide Survey.
  72. I Am Your Child Foundation, America's Toughest Job: A View of Contemporary Parenthood at the Beginning of the 21st Century, Survey Commissioned by The I Am Your Child Foundation and Parents Magazine, 2000.
  73. S. J. Heymann, The Widening Gap: Why America’s Families are in Jeopardy and What Can Be Done About It (New York: Basic Books, 2000).
  74. S. B. Kamerman, “Parental Leave Policies: An Essential Ingredient in Early Childhood Education and Care Policies.” Social Policy Report 14(2), 2000, 8.
  75. K. Sylvester, “Caring for Our Youngest: Public Attitudes in the United States,” Future of Children 11(1) 53-62 (Spring/Summer 2001).


Table of Contents
Summary Introduction Improvements Early Care
Family Support Epilogue Appendices Members