Child Care NewsletterMarch 2004
Vol. 3, No. 1 Printer Friendly Version To view PDF files, you must have Adobe Acrobat Reader installed.
NCSL Publications and Meetings
School Readiness Update
Current Research Resources
Upcoming Events NEWS FROM THE STATES State legislatures enact early childhood policies during 2002-2003 sessions During FY 2002-2003, the two areas in which states passed the most child care and early education legislation were quality in child care and early education programs and state prekindergarten programs. State legislators enhanced quality by passing laws that support professional development of teachers; require background checks and screening; and change licensing standards. Prekindergarten legislation generally expanded and assessed programs. In addition, state lawmakers expanded financing options; changed low-income subsidy programs, often to keep within appropriations; and, in a few states, targeted efforts toward infants and toddlers. Financing The Kentucky legislature allowed a portion of its tobacco settlement funds to be used to match federal funds to support the state's voluntary quality rating system for licensed child care centers and professional development quality funds. Oklahoma referred to the ballot a measure that would create the Oklahoma Education Lottery Trust Fund and appropriated a portion of the lottery funds to early childhood development programs. Arkansas extended the beer excise tax and directed revenues to subsidize low-income child care and the Arkansas Better Chance Program. Hawaii directed the cost savings from changing the cutoff date for kindergarten attendance to expand or supplement early education programs. Oregon legislators made changes to the state's working family tax credit refund, including expanding eligibility from 80 percent to 85 percent. The Nebraska Legislature enacted a bill that delays until 2007 the beginning date for the state's business child care tax credit program. New Mexico created the Child Care Facility Revolving Loan Fund, which provides low-interest, long-term loans for licensed child care facilities to make necessary health and safety improvements. Infant and Toddler Care and Development Two states-Minnesota and Montana-enacted laws that relate to the care and development of infants and toddlers. Minnesota's law addressed parent education programs, requiring early childhood family education programs to prioritize resources for children from birth to age 3, and simplified parent education in home visiting programs. Minnesota lawmakers also repealed the Way to Grow Program, a community and neighborhood-based program that provided health, family support and developmental services to families with children from birth to age 6. Montana enacted an at-home infant care program for parents in lieu of child care assistance; education and work components are required prior to entering the program. Low Income Low-income child care subsidy programs provide direct subsidies to parents and contracts with providers for the care and education of millions of children in the United States. Seven states-Arizona, California, Colorado, Louisiana, Minnesota, Montana and Nebraska-passed legislation that makes changes to their low-income child care subsidy programs. Montana created an at-home infant care component in the subsidy program for specific families. Minnesota made multiple changes, including repealing the at-home infant care program; changing eligibility; creating new requirements for provider payments and parent copayments; changing the collection of overpayments; and considering coordination of programs. Arizona lawmakers required the state to establish a waiting list and prioritize families in order to manage within available appropriations. California revised the needs assessment factors for local planning councils. Several states changed eligibility requirements for families. Louisiana required child care to be made available, subject to adequate funding, for parents with children under age 1 to participate in parent education. Louisiana also required the department to inform parents about child care, among other supportive services, for parents who are nearing the 24-month time limit and defined a temporary exemption for the inability to obtain child care. One appropriation for the low-income subsidy program in Louisiana was an appropriation of federal and state funds of $21.8 million. This included a $5 million restoration of general funds, which will allow the state to serve an estimated additional 4,000 to 5,000 children. Appropriations also supported an increase in provider rates to allow Louisiana to meet the 75th percentile of market rate. A California law amended the definition of special needs and altered child care eligibility for specific children. Nebraska defined disqualification from child care for an intentional program violation. Nebraska also revised provider rates by establishing the payment rate in statute. Colorado made changes to county maintenance of effort for its child care assistance program to reflect changes in total child care funding, requiring proportionate county contribution. Prekindergarten and School Readiness Prekindergarten programs continued to be a priority for state legislatures that were considering child care and early childhood education proposals. During the 1990s, 21 states created or expanded prekindergarten programs. More recently, states have been considering whether to target prekindergarten for at-risk or low-income children or to make the programs "universal" for all 4-year-olds or 3- and 4-year-olds. During the last fiscal year, 15 states-Arkansas, California, Colorado, Connecticut, Delaware, Florida, Louisiana, Maryland, Massachusetts, Mississippi, New Mexico, Ohio, Oklahoma and Tennessee and Texas-passed legislation that enhanced prekindergarten programs, created new programs, established a body to evaluate or make recommendations, addressed specific goals to increase quality, or made reductions. Two states created new prekindergarten programs. Florida enacted legislation to implement a ballot initiative requiring prekindergarten for all 4-year-olds. Ohio created a new Head Start Plus program for 10,000 low-income 3- and 4-year-olds that will be implemented by July 2004 with recommendations from the Head Start Partnership Study Council. Two states made expansions in programs. Arkansas expanded its prekindergarten program by establishing the Arkansas Better Chance for School Readiness program, prioritizing low-income 3- and 4-year-olds in low-performing school districts. Tennessee raised eligibility for its pilot programs from below poverty to free and reduced lunch eligibility. Massachusetts allowed school districts to provide programs for limited English proficient students. Although it is not yet implementing the program, Maryland required county boards to use local planning to establish prekindergarten programs for 4-year olds who are eligible for free or reduced lunch by 2007-2008. Delaware and New Mexico created task forces to develop plans for universal prekindergarten. Mississippi required a complete needs assessment to determine the need for prekindergarten programs and the cost-benefit of establishing statewide prekindergarten programs. Colorado temporarily reduced the number of children who may participate in preschool as part of overall school finance reductions and made mid-year budget reductions that eliminated unused preschool spaces to realize savings. California established a commission to develop a model for prekindergarten through grade 12. Louisiana used TANF funds to appropriate expanded funding for both the LA4 prekindergarten program and Louisiana's private prekindergarten program. LA4 funding increased from $27.7 million to $39 million, and private prekindergarten funding increased from $6 million to $8.5 million. Texas enacted legislation with a variety of features that included giving the commissioner expanded authority to administer Head Start grants to the extent allowed under federal law. As part of the prekindergarten initiatives, states considered the current status and evaluation of programs. Mississippi and Delaware laws required an assessment, and Florida law required a performance audit and report, including an evaluation of the program. Arkansas required the state Board of Education to publish academic standards and expected outcomes for prekindergarten students with a requirement for implementation. State lawmakers enacted legislation targeted at improving the school readiness of children. Four states passed bills-one state addressed skills needed for school readiness and three established a new board or utilized a council to promote school readiness. Arkansas' law required the state to publish and distribute a list of skills that a child is expected to have in order to be prepared for kindergarten. Oklahoma created the Oklahoma Partnership for School Readiness Board to support school readiness efforts, assess existing programs, and establish accountability standards. Connecticut required the State Prevention Council to include school readiness in the goals and outcomes for children and families. Quality One approach taken by state lawmakers was to enhance the professional development of teachers through education, training and scholarships. Four states-Florida, Louisiana, Maryland and Utah-enacted laws that provide support for the training and education of early childhood providers. California extended indefinitely the Child Development and Teacher Supervisor Grant Program, which allows qualified students who plan to teach or supervise in a licensed children's center to receive grants of up to $2,000 per academic year. Florida enacted a law requiring child care personnel and operators of family day care homes to complete training in early literacy and language development of children from birth to age 5 and to complete an additional 10 hours of training annually. Louisiana passed a law providing scholarships to eligible child care workers who obtain additional training. Maryland established the Early Childhood Mental Health Services Pilot Program, which includes formal training and mental health consultation for child care providers, family support initiatives, and the recruitment and training of early childhood mental health professionals. State lawmakers continued the trend of passing laws to strengthen regulation and licensing. Enactments focused on issues such as parental notification, penalties for operating without a license, immunization requirements, and children's safety from products and chemicals. Several states passed laws requiring background checks for child care workers or volunteers, and two states-Arkansas and Arizona-updated the list of offenses required for screening. Four states-Florida, Georgia, Oklahoma and Tennessee-passed laws prohibiting certain individuals from living or working near a child care facility. Employer-Supported Programs In 2003, Hawaii enacted a law to require public employers to provide paid leave for parent-caregiver conferences for preschool-age children. Illinois permitted the Department of Commerce and Community Affairs to establish a family-friendly workplace initiative, including collecting information about family-friendly benefits, recognizing employers, and publicizing employers' contributions. Wyoming excluded certain child care employees from worker's compensation.
Survey yields information about child care funding, policy choices in 10 states During the past few years, most states have struggled with declining revenues and spending overruns, which is creating a great deal of concern about how this has affected various areas of state spending. To balance state budgets, state policymakers have made funding cuts or reductions in social services and higher education rather than raising taxes. A February 2004 NCSL report shows that the economy is on the mend, with more states showing better revenue performances and fewer states reporting budget gaps. Although these recent indications show that states have apparently seen the worst of the current difficult fiscal times, 22 states show spending overruns in Medicaid, corrections, mental health and early childhood care services for FY 2004. A recent NCSL child care and early education project survey of state child care administrators in 10 states3/4Alaska, Arizona, Colorado, Georgia, Hawaii, Iowa, Maine, Maryland, Mississippi and Ohio3/4examined how recent budget decisions have affected funding and policies for these states to effectively manage their child care systems. NCSL's preliminary analysis of these states' human services budgets found that most of these states decreased child care funding, a few states maintained child care funding and one state increased child care funding. For example, Maryland decreased state and federal child care funding by $40 million, while Alaska showed an increase of almost $14 million in state and federal child care funding.
Summary of Findings Most of the states in the survey are taking measures or pursuing strategies to reduce income eligibility and provider payments, increase parental fees, and reduce child care quality funding to deal with the budget situation. Some of the states are considering or using cost-saving measures, including consolidating or reorganizing departments that provide child care services, implementing cost-containment accountability measures to reduce child care provider overpayments, and eliminating funding of positions through attrition. Highlights include: A few states (Colorado, Hawaii and Ohio) changed income eligibility so that fewer families qualify for services, with the exception of Hawaii, which increased eligibility for low-income families. At least seven of the 10 states selected have either instituted or continued a waiting list for child care services, and two states increased parental fees. The states in this study have not raised provider reimbursement rates to keep up with current market rates for at least two years. A few states (Arizona, Georgia, Iowa and Maine) reduced funding or eliminated some quality initiatives, such as training and educating providers. In response to the fiscal and budget constraints through administrative actions, three states (Alaska, Georgia and Mississippi) are consolidating or reorganizing departments that administer child care to reduce duplication of programs and services. Two states (Alaska and Maine) are putting cost accountability measures into effect, including more accountability for child care provider contracts to reduce overpayment. Two states (Colorado and Mississippi) are eliminating funding for state social services positions through attrition, with Colorado specifically not replacing state child care licensing staff, which could affect quality of child care services.
References Fiscal Affairs Program. State Budget Update: February 2004. Denver: National Conference of State Legislatures, 2004. Jason White. "More States Cut Spending to Balance Budgets." Obtained from Stateline.org, July 23, 2003. NCSL PUBLICATIONS AND MEETINGS Child Care and Early Education Project staff offer technical assistance in states One of NCSL's services to state legislatures is to provide on-site technical assistance through presentations at committee meetings, interim committee hearings, special study groups, forums and task forces. Below are highlights from recent visits to New Mexico, Ohio and Pennsylvania. New Mexico In September 2003, NCSL Child Care and Early Education project staff were invited by the Legislative Finance Committee to discuss components of the Children, Youth and Family Department's draft strategic plan. The Department of Children, Youth and Families was in the process of developing a strategic plan that would use results-based budgeting within the department, focusing on key outcomes. The Legislative Finance Committee hearing included a report from Secretary Mary Dale Bolson and a presentation by Steffanie Clothier, NCSL program manager. Clothier's presentation discussed three issues: raising the level of quality for children by improving family child care homes and centers, approaches to aligning early care and education systems, and state initiatives focusing on early childhood mental health. New Mexico's plan includes working to improve the quality of family child care homes. Many New Mexico families, like those in other states, choose license-exempt care, leading the state to focus on ways to maximize the quality of those settings. The approach included a second monitoring visit, additional training for the providers, and additional licensing staff. New Mexico's approach is consistent with other states that are focusing on outreach, registration/licensing requirements, appropriate training and supports, and professional development for providers. State policymakers also are pursuing alignment of child care and early childhood education programs. The department outlined a set of strategic steps to encourage collaboration among stakeholders. Alignment of programs is an issue upon which many states have focused during the past several years. At least 36 states have laws that address coordination. This issue also has been emphasized at the federal level, with state plan reports on coordination and the Bush administration's Good Start Grow Smart Initiative. Alignment includes coordination between programs, coordination of regulatory requirements, and thoughtful consideration of alignment with K-12, including curriculum and transition to kindergarten. A third proposal focuses on early childhood mental health. Early childhood mental health-the social and emotional development of young children-affects the capacity of children to build successful relationships and their ability to learn. New Mexico created an Infant Mental Health Collaborative Committee in 2000 to develop a strategic plan to address the well-being of very young children. A plan released in January 2003 addresses how the state will examine existing systems, build awareness, raise funds, develop a system for support and consultation, coordinate services statewide, and evaluate the system. State approaches generally focus on two avenues: one assists parents and the other targets other caregivers. Work with parents includes home visits, public awareness campaigns and family-to-family support. On-site mental health consultation is an approach that has been used to increase the skills of other caregivers through observation and feedback, training, and specific methods of addressing children's needs. Ohio During the 2003 legislative session, Ohio created a program called Head Start Plus with a new body called the Head Start Partnership Study Council to recommend the design and implementation of the program. NCSL was invited to the first meeting of the council in October 2003 to present information about the challenges and successes of partnerships between child care and prekindergarten programs, including Head Start, and examples of cost-per-child calculations in other states. The study council, appointed per statute, is comprised of 22 members, including six legislators from the House and Senate. The state legislation, HB 95, established a Head Start Plus program to provide year-long, full-day, comprehensive services to 3- and 4-year-olds through partnerships and to provide extra focus on literacy. The legislation requires the Department of Education and the Department of Job and Family Services to enter into an interagency agreement to operate the program, with local counties determining eligibility. Providers are required to meet Head Start performance standards and to use assessment standards that are aligned with K-12. The meeting included presentations by the Governor's Chief Policy Officer, Paola De Maria, Jane Weichel of the Department of Education, Barbara Reily of the Office of Job and Family Services, and Steffanie Clothier of NCSL. The Council, which held a total of six meetings from October through December, was divided into four subcommittees. The full report is available at http://www.lsc.state.oh.us/legreports/headstart.pdf. Pennsylvania NCSL was invited by the House Education Committee in Pennsylvania for a special hearing to discuss prekindergarten issues. During the 2003 legislative session, Pennsylvania lawmakers debated prekindergarten in the context of a variety of education proposals. One major set of proposals, introduced by Governor Edward Rendell, included a prekindergarten program, reduced class size and full-day kindergarten. The debate in Pennsylvania has been protracted; the school year began without a state education budget in place. NCSL worked with the committee to understand members' interests and helped plan a hearing that included a discussion of the effects of high-quality prekindergarten programs, the economics behind early childhood programs, and examples of state initiatives. Dr. Steven Barnett, director of the National Institute for Early Education Research (NIEER), presented research data on children's gains from prekindergarten, the levels of quality in current settings, and the costs and benefits of prekindergarten. He also was able to provide implementation information based on his work in New Jersey with financing and other implementation issues such as teacher preparation. Steffanie Clothier, NCSL program manager, spoke to the committee about state prekindergarten initiatives, including examples of implementation issues such as governance, standards and evaluation. Committee members raised questions concerning current quality, threshold expenditures and program design. School readiness primer frames the use of indicators and results as a policy strategy, highlights national initiative NCSL will disseminate a new publication, Getting Children Ready for School: A Primer on School Readiness, in March. The introductory primer-funded by the Ewing Marion Kauffman Foundations-will attempt to provide readers with a quick but comprehensive guide to understanding the issue of school readiness. Outlining the history of the school readiness as a policy movement, the primer provides background for the current policy climate surrounding the issue. In addition, the primer defines indicators and results and how they can be used to measure the effectiveness of legislative policies. The primer highlights the National School Readiness Indicators Initiative as a national effort to implement the use of indicators in shaping policy around school readiness. Seventeen states are funded by the Ford Foundation, the Ewing Marion Kauffman Foundation and the David and Lucile Packard Foundation to create sets of indicators to monitor school readiness results. SCHOOL READINESS UPDATE National School Readiness Indicators Initiative teams exchange ideas with focus on assessment, indicators
Serving as a national partner on the School Readiness Indicators Initiative, NCSL staff attended several meetings in fall 2003. Members from the 17 state teams meet periodically to discuss specific policy issues connected to developing the school readiness indicators in the states. Interested state team members met in Chicago, Ill., on September 15-16, 2003, for a workshop that focused on the assessment of children's "school readiness" in kindergarten. The State Early Childhood Policy Technical Assistance Network (SECPTAN) hosted the workshop, and speakers provided insight on the advantages and disadvantages of assessing children who are entering and exiting kindergarten, and expert analysis of policy activities occurring at the national level. In addition, state experts were available to discuss the successful implementation of assessment programs in their states. In October, Rhode Island Kids Count sponsored a roundtable discussion and meeting on the development of school readiness indicators for children from birth to age 3. The objective of the meeting was to help identify and define indicators relating to a broad spectrum of child outcomes that are used to help ensure eventual school readiness in children. Participants heard several issue experts speak on early childhood development for children from birth to age 3; this was followed by a roundtable discussion on indicators. Speakers included Joan Lombardi, children and family policy specialist, and Dianne Stetson, director of the National Infant and Toddler Child Care Initiative-Zero to Three. Two national meetings are held annually for state initiative teams to meet and report on their individual progress and to explore innovative policy strategies used by other states. The second of these national meetings was held in Boston, Mass., on December 2-4, 2003. During the meeting, states had time to meet with their own team and exchange ideas. The keynote speaker, Dr. Jack Shonkoff, discussed his groundbreaking report, Neurons to Neigborhoods: The Science of Early Childhood Development. In addition to providing insight into the dynamics of early childhood policy since this report was released, Dr. Shonkoff also discussed the need for scientists and policymakers to come together to shape early childhood policies. A panel discussion on North Carolina's Smart Start program gave attendees an example of a successful state initiative that has grown to a $190 million program during the last decade. NCSL continues to collaborate with other national partners, including the National Governors Association (NGA), the Education Commission of the States (ECS) and the Council of Chief State School Officers (CCSSO), to distribute information and provide technical assistance to policymakers on school readiness issues and policies. NCSL will publish two policy briefs in Spring 2003. The first is an introductory primer on school readiness, and the second is a policy brief that will address recent state policy actions on school readiness. For more information about these briefs, the meetings or the School Readiness Indicators Initiative, contact Amber Minogue at (303) 856-1470 or e-mail her at amber.minogue@ncsl.org. CURRENT RESEARCH RESOURCES Policy brief highlights comprehensive Head Start services A recent policy brief by the Center for Law and Social Policy (CLASP) concludes that comprehensive services-including medical screenings, dental exams and preventative care, mental health services, services for children with disabilities, and services for pregnant women-should remain an essential part of Head Start. The brief, Head Start Comprehensive Services: A Key Support for Early Learning for Poor Children, contains findings based on Head Start Program Information Report (PIR) data compared with national data on the services low-income children and families receive. The brief is the fourth in a series of analyses of Head Start PIR data. The briefs are available online at http://www.clasp.org/Pubs/Pubs_ChildCare. GAO study examines underenrollment in Head Start programs "The extent to which Head Start programs have enrolled fewer children than they are funded to serve is unknown," according to a December 2003 report, Head Start: Better Data and Processes Needed to Monitor Underenrollment, by the U.S. General Accounting Office (GAO). The report cites several reasons for the lack of information, including different definitions of unacceptable underenrollment and approaches used to identify underenrollment that either were not timely or not systematic. To read the full report and recommendations, go to http://www.gao.gov. Collaboration, additional resources necessary to support quality child care for children with disabilities Low-income families may face challenges in attempting to access quality child care for children with disabilities. Coming Together for Children with Disabilities: State Collaboration to Support Quality, Inclusive Child Care, a policy brief published by the Center for Law and Social Policy (CLASP), summarizes a study of policies to provide special education and early intervention services to low-income children with disabilities in child care programs. The brief presents the results of a survey of state Child Care and Development Fund and Individuals with Disabilities Education Act program administrators, which was conducted by CLASP and Easter Seals. The brief also offers recommendations for federal reauthorization, federal administrative activities, and state and local activities. To view the policy brief, go to http://www.clasp.org/Pubs/Pubs_ChildCare?pub_topic=004&year:int=2003. Publications address informal child care arrangements of low-income families Children in low-income families are more likely than children in higher-income families to be placed in relative care. This finding is presented in Children in Low-Income Families Are Less Likely to Be in Center-Based Child Care, published by the Urban Institute, and is based on the 1997, 1999 and 2002 rounds of the National Survey of America's Families. Among all children under age 5 with working mothers, 29.5 percent of children in low-income families were in relative care, compared with 23.9 percent of children in higher-income families. Among infants and toddlers, 31.7 percent of children in low-income families were in relative care, compared with 25.8 percent of children in higher-income families. The authors, Jeffrey Capizzano and Gina Adams, raise questions about the cost of child care and the school readiness of low-income children who do not participate in quality center-based arrangements. This publication can be found at http://www.urban.org/Template.cfm?Section=ByTopic&NavMenuID=62&template=/TaggedContent/ViewPublication.cfm&PublicationID=8701. Informal care arrangements may be the result of a lack of options available to parents, according to a policy brief, Welfare Reform, Work, and Child Care: The Role of Informal Care in the Lives of Low-Income Women and Children. Researchers from The Next Generation project conducted ethnographic studies of the work and child care patterns of families and found that, among low-income families in disadvantaged neighborhoods, informal care often was used exclusively or combined with formal care. The researchers found that many families have limited access to the child care subsidy system or were discouraged by bureaucratic procedures and staff attitudes in subsidy agencies, and therefore were unable to benefit from subsidies. They also concluded that only a small number of parents were fully satisfied with child care arrangements that included informal care and that some of the care situations posed safety risks to children. The brief highlights policy implications and is available online at http://www.mdrc.org/project_publications_8_10.html. Report analyzes transfer of nonprofit child care program to other states The Teacher Education and Compensation Helps (T.E.A.C.H.) Early Childhood(r) Project began in North Carolina and spread to 23 states, annually providing more than 15,000 scholarships to child care workers. The Urban Institute conducted research, funded by the Foundation for Child Development, on the transfer of this policy model to other states and published the findings in a report, The Transfer of Child Care Worker Education and Compensation Policy Across States: The T.E.A.C.H. Early Childhood(r) Model. The report explores how information about the T.E.A.C.H. project spread to Florida, Indiana, Pennsylvania and Washington, and it offers lessons to those who seek to replicate model initiatives across states. To view the report, go to http://www.urban.org/Template.cfm?Section=ByTopic&NavMenuID=62&template=/TaggedContent/ViewPublication.cfm&PublicationID=8646. Paper explores link between child care assistance, mothers' employment Expanded child care funding, outreach to low-income families, and improved child care quality are three policy recommendations included in Child Care Subsidies Promote Mothers' Employment and Children's Development, a briefing paper published by the Institute for Women's Policy Research. The paper addresses the high cost of child care, explores how child care assistance affects maternal labor force participation, and describes the importance of child care quality for children's well-being. The paper is available on the Web at http://www.iwpr.org/pdf/G714.pdf. UPCOMING EVENTS NCSL's Standing Committees Spring Forum April 28-May 1, 2004, Washington, D.C. Sponsor: National Conference of State Legislatures Contact: (303) 364-7700, Julie Bell Web site: http://www.ncsl.org/public/meet_profdevel.htm Child Welfare League of America 2004 National Conference February 23-25, 2004, Washington, D.C. Sponsor: Child Welfare League of America Contact: (202) 942-0305 Web site: http://www.cwla.org/conferences/2004national.htm
2004 NACCRRA Policy Symposium: Shaping Results-Based Early Learning Systems February 25-28, 2004, Washington, D.C. Sponsor: National Association of Child Care Resource and Referral Agencies Contact: (202) 393-5501
Web site: http://www.naccrra.org/symposium/2004/ Annual Meeting of the National Child Care Policy Research Consortium April 13-16, 2004, Washington, D.C. Sponsor: Child Care Bureau, U.S. Department of Health and Human Services Contact: (301) 315-2800 2004 Association for Childhood Education International Conference April 14-17, 2004, New Orleans, La. Sponsor: Association for Childhood Education International Contact: (301) 570-2111 Web site: http://acei.org/confex03.htm NHSA 31st Annual Training Conference April 19-24, 2004, Anaheim, Calif. Sponsor: National Head Start Association Contact: (703) 739-0875 Web site: http://www.nhsa.org/training/annual_conference/31st/index.htm 13th Annual Born to Learn(tm) Conference May 4-7, 2004, St. Louis, Mo. Sponsor: Parents as Teachers National Center, Inc. Contact: (314) 432-4330 Web site: http://www.patnc.org/ NCSL Annual Meeting and Exhibition THE NEW LEGISLATIVE REALITY July 19-23, 2004 Contributors to this issue include NCSL staff Beth Clemens, Steffanie Clothier, Amber Minogue and Julie Poppe. NCSL editor Leann Stelzer conducted overall editing.
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