Statewide Partner Materials

This data sheet includes data on early care and education space and subsidy availability and utilization by town, including School Readiness, Care4Kids, preschool experience, Grade 3 CMT performance, and children with all parents working. (March 2007)
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This report summarizes data from the 1990 and 2000 Census about the distribution of child and family poverty among Connecticut’s 169 cities and towns and changes in this distribution over the 1990s. The report also places the findings in the context of other recently-released national reports on child and family poverty. Published in August 2002 by Connecticut Voices for Children.
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This report summarizes Census data on child poverty and explains the strengths and limitations of various measures of child poverty. Published in November 2003 by Connecticut Voices for Children.
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Community Mediation, with support from the William Caspar Graustein Memorial Fund provides grants and technical assistance to communities wishing to hold a Community Conversation About Education. These local conversations are community-wide discussions that examine issues affecting children from preschool through high school (K-12). The goal of the conversations is to improve outcomes for children from birth through age eight by involving more citizens in defining and supporting community priorities.
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Online access to individual profiles for each of Connecticut's 169 cities and towns on key factors of child well-being including health, safety and welfare, family economic stability and early care and education.
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A list of resources for collecting data about young children and their families.
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A presentation on how, when and why to use data, with examples of successes and sources given.
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This report summarizes findings from CVC’s Early Care and Education research reports. This is the first edition of an occasional series called "Early Childhood Matters." Published in July 2003 by Connecticut Voices for Children.
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Produced by Connecticut Voices for Children. This primer provides a step-by-step guide for collecting and releasing data about children ages birth to 8 years and their families.
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Published by Early Childhood DataCONNections and the Connecticut Early Childhood Indicators Team, this report highlights data on how young children are faring and how well the state is supporting their health, development and chances for school success. Topics covered include: receipt of preventive care, children in foster care, supply of quality child care and children in poverty.

This report is based on a survey of kindergarten teachers in Connecticut's priority school districts. The purpose of the survey was to determine how many children in these districts enter kindergarten ready for school. The research was focused on language and literacy, math, social/emotional and fine motor skills. The study found that children with 2 years of preschool are twice as likely to be viewed as ready for kindergarten in math and language and literacy skills as their peers without preschool experience and one and a half times as likely to be seen as ready for kindergarten in social/emotional skills and fine motor skills. Children with English as a Second Language who had two years of preschool experience also fared significantly better in these areas. This report was initiated by the Connecticut Commission on Children at the request of the Connecticut General Assembly's Education Committee and supported by the State Department of Education and the Connecticut Center for School Change.
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CT Parent Power surveyed more than 750 parents across the state to find out what issues are most urgent for parents and what they want done to address these concerns. The results of the survey helped Parent Power Members and Delegates to develop their 2006 policy priorities.
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Presentation for the The Impact of Policy and Budget Changes on Local Communities workshop at the 2005 Stone Soup Conference.
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Featured as part of the Ready, Set, Grow…CT Kids website, this document lists ten data based facts about Connecticut’s children and their families that impact policy discussions.
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