Paying for Preschool: Who Blends Funding in Early Childhood Education?

Autor/inn/en	Duer, Jennifer K.; Jenkins, Jade
Titel	Paying for Preschool: Who Blends Funding in Early Childhood Education?
Quelle	In: Educational Policy, 37 (2023) 7, S.1857-1885 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duer, Jennifer K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048221103804
Schlagwörter	Educational Finance; Early Childhood Education; Educational Policy; State Federal Aid; Educational Quality; Federal Programs; Low Income Students; Social Services; Educational Legislation; Federal Legislation; Equal Education; Students with Disabilities; Elementary Secondary Education; Private Financial Support; California + Suchen Sie Ihr Suchwort? Bildungsfonds; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Social service; Soziale Dienstleistung; Soziale Dienste; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Private Investition; Kalifornien
Abstract	As a result of patchwork policies, early childhood education (ECE) providers combine funding from multiple sources, known as blended funding. However, little is known about the consequences of blended funding for policy goals. We use national ECE provider data to identify the prevalence of blended funding models, and detailed state quality rating data to describe the relation between funding and quality through the lens of organizational theory. We operationalize blended funding as the total number of revenue sources, which reflects participation in multiple ECE institutions. Results emphasize that combining funding from distinct ECE policies within programs is a typical practice for ECE providers, and reveal a positive association between a provider's number of funding sources and program quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01