This report summarizes the work of the Oregon Parenting Education Collaborative during its first five years, 2010-2015. OPEC is a multi-year initiative led by The Oregon Community Foundation, The Ford Family Foundation and Oregon State University. Financial supporters include The Oregon Community Foundation, The Ford Family Foundation, the Meyer Memorial Trust, The Collins Foundation, and OCF Donor Advised Funds. The initiative supports expanded access to best practice parenting education programs, with a focus on reaching parents of children prenatal to age six, and supports efforts to develop and strengthen regional parenting education "Hubs." OPEC is unique in its collaborative, foundation-led approach to building a statewide infrastructure for parenting education through community-based non-profits and public agencies. The OPEC initiative was launched in July 2010 with the funding of six regional parenting Hubs serving 12 counties, and nine Small Grant projects providing evidence-based classes and/or home visiting for specific groups of parents. As of fall 2015, 15 Hubs reach 26 Oregon counties and Siskiyou County, Calif., and OPEC has provided Small Grant funding to 17 additional Oregon organizations. OPEC has achieved strong outcomes in the building of regional infrastructure and parenting education partnerships, as well as increasing positive parenting capacities.

The report includes data that will allow districts, schools, centers, funders, and supporters to better understand who is accessing early childhood services, what services are being accessed, and who is providing those services.

The survey showed that schools, centers, and homes differed with respect to children served, program characteristics, and staff characteristic. Likely as a result of their access to more sources of revenue, school-based programs were more likely to be accredited, to have appropriately educated teachers who receive fair compensation and benefits, to offer services such as transportation and summer school, and to use strategies to engage families compared to centers and homes. The focus on formal learning opportunities varied with respect to program type. School-based programs were most likely to use a curriculum and to assess kindergarten readiness (100% and 71%, respectively), followed by centers (74% and 50%, respectively), then homes (65% and 32%, respectively).

The report includes data that will allow districts, schools, centers, funders, and supporters to better understand who is accessing early childhood services, what services are being accessed, and who is providing those services.

The survey showed that schools, centers, and homes differed with respect to children served, program characteristics, and staff characteristic. Likely as a result of their access to more sources of revenue, school-based programs were more likely to be accredited, to have appropriately educated teachers who receive fair compensation and benefits, to offer services such as transportation and summer school, and to use strategies to engage families compared to centers and homes. The focus on formal learning opportunities varied with respect to program type. School-based programs were most likely to use a curriculum and to assess kindergarten readiness (100% and 71%, respectively), followed by centers (74% and 50%, respectively), then homes (65% and 32%, respectively).

The report includes data that will allow districts, schools, centers, funders, and supporters to better understand who is accessing early childhood services, what services are being accessed, and who is providing those services.

The survey showed that schools, centers, and homes differed with respect to children served, program characteristics, and staff characteristic. Likely as a result of their access to more sources of revenue, school-based programs were more likely to be accredited, to have appropriately educated teachers who receive fair compensation and benefits, to offer services such as transportation and summer school, and to use strategies to engage families compared to centers and homes. The focus on formal learning opportunities varied with respect to program type. School-based programs were most likely to use a curriculum and to assess kindergarten readiness (100% and 71%, respectively), followed by centers (74% and 50%, respectively), then homes (65% and 32%, respectively).

This publication brings together the key elements of the 16 presentations made at the Second Annual Virtual MHM in WinS Conference at UNICEF Headquarters in New York City on 21 November 2013. Building on recommendations from the MHM 2012 virtual conference, the 2013 conference focused on the research tools and instruments being used to explore MHM barriers and practices and to evaluate the interventions being trialed or implemented in various contexts.

This publication brings together the key elements of the 16 presentations made at the Second Annual Virtual MHM in WinS Conference at UNICEF Headquarters in New York City on 21 November 2013. Building on recommendations from the MHM 2012 virtual conference, the 2013 conference focused on the research tools and instruments being used to explore MHM barriers and practices and to evaluate the interventions being trialed or implemented in various contexts.

This publication brings together the key elements of the 16 presentations made at the Second Annual Virtual MHM in WinS Conference at UNICEF Headquarters in New York City on 21 November 2013. Building on recommendations from the MHM 2012 virtual conference, the 2013 conference focused on the research tools and instruments being used to explore MHM barriers and practices and to evaluate the interventions being trialed or implemented in various contexts.