Early Childhood Strategy: Coordinated Recruitment and Enrollment

Early Childhood Strategy: Coordinated Recruitment and Enrollment
Written by
Rina Gratz
Published on
June 6, 2024

This strategy aims to streamline the families’ process of finding and enrolling young children in comprehensive, specialized and intervention programs and services, and accessing financial support and resources while promoting equity, efficiency, and transparency. Cross-agency and cross-sector collaboration among the various players in the early care and education ecosystem is key to systemic coordination and systematic access to and delivery of services. The following are some of the key components in an effective system of coordinated recruitment and enrollment in early care and education:

  • Centralized Access Points: Establishing centralized access pointsi, such as online portals, hotlines, or brick-and-mortar or mobile physical locations allows families access to information about available ECE programs, eligibility criteria, application processes, and enrollment deadlines. These access points serve as one-stop shops for families seeking ECE services, simplifying challenging application processes and aiding in navigating through barriers to access.
  • Comprehensive Information and Guidance: Providing families with comprehensive information and guidance helps them navigate the ECE landscape and make informed decisions about program options. This includes information about different types of ECE programs (e.g., childcare centers, preschools, family childcare homes), program quality ratings or accreditation status, program schedules, location and proximity, fees, financial assistance options, and availability of specialized and intervention services. Child care resource and referral agencies can serve as a resource hubs for families, child care professionals and communitiesii.
  • Outreach and Marketing: Conducting coordinated and targeted outreach and marketing campaigns is critical to raise awareness about ECE programs and services, particularly among underserved and marginalized communitiesiii. This may involve collaborating with community organizations, schools, healthcare providers, and other stakeholders to disseminate information, host informational sessions, and distribute materials in multiple languages.
  • Cross-Agency Collaboration: Fostering collaboration among ECE providers, school districts, government agencies, nonprofit organizations, and community partnersiv is the first step to coordinating recruitment and enrollment efforts across the early care and education ecosystem. This includes sharing information about available slots, coordinating application processes and timelines, and aligning eligibility criteria across programs to reduce duplication and streamline access.
  • Needs Assessment and Planning: Conducting needs assessments can help identify gaps in ECE services and areas of unmet demand within communities.  This information can be used to inform strategic planning and resource allocation decisions, such as expanding capacity in high-need areas, targeting recruitment efforts to underserved populations, and prioritizing investments in program quality improvementsv.
  • Data Sharing and Integration: Establishing mechanisms for sharing data and informationvi across ECE programs, agencies, and organizations can facilitate coordinated recruitment and enrollment efforts. This may involve developing interoperable or cross-platform data systems, sharing enrollment data, and leveraging technologyvii to streamline processes and reduce administrative burden for families and providersviii.
  • Family Support Services: Providing families with support services such as completing enrollment forms, accessing financial assistance, arranging transportation, and navigating cultural or logistical barriers may be necessary to address barriers to enrollment, such as language barriers, transportation challenges, or lack of documentationix.  
  • Continuous Improvement: Monitoring and evaluating recruitment and enrollment processes will help to identify areas for improvement and ensure that services are responsive to the needs of families and communitiesx. Feedback from families, providers, and stakeholders can help to identify strengths, challenges, and opportunities for enhancement.

Programs and Practices Within This Strategy

See it in Action


1 Pratt, J., & Gebhard, B. (n.d.). AligningEarly Childhood Services in Communities. Retrieved May 2, 2024, from https://www.zerotothree.org/wp-content/uploads/2022/08/ModelConvening_Brief_AlignedServices.pdf

2 Child Care Resource and Referral. (n.d.). Child Care Aware® ofAmerica. https://www.childcareaware.org/about/child-care-resource-referral/

3 Fowler,S. A., Thomas, D. V., Tompkins, J., Hartle, L., & Corr, C. (2013).Strategies for Enrolling Traditionally Underserved Families in Early ChildhoodEducation Programs. Early Childhood Research & Practice, 15(2).https://eric.ed.gov/?id=EJ1020677

4 Schilder,D., Curenton, S. M., & Broadstone, M. (2019). Introduction to the SpecialIssue on Early Care and Education Collaboration. Early Education andDevelopment, 30(8), 971–974. https://doi.org/10.1080/10409289.2019.1658050

5 Aigner-Treworgy,S., Stein, A., Beaudoin, L., Lewandowski, H., & Rothkopf, E. (n.d.). EXPLORATIONAND ADOPTION INSTALLATION INITIAL IMPLEMENTATION FULL IMPLEMENTATIONSUSTAINABILITY AND SCALE-UP RATIONALE Why does an aligned pathway fromrecruitment to admissions matter for leaders? Implementation Guide for Programand School Leaders: Installation*. Retrieved April 24, 2024, from https://www.startearly.org/app/uploads/pdf/LeaderAlignmentGuide3.pdf

6 Weixler,L., Valant, J., Doromal, J. B., & Gerry, A. (2024). Increasing access inthe ECE enrollment process: Evidence from an information intervention in NewOrleans. Early Childhood Research Quarterly, 68, 54–64. https://doi.org/10.1016/j.ecresq.2024.04.001

7 Hardy, A., & Fortner, A. (2021). ShapingEquitable Early Childhood Policy Incorporating Inclusive Community EngagementFrameworks into Expanded Data Strategies. https://files.eric.ed.gov/fulltext/ED617028.pdf

8 Jordan,E., Schultz, T., & King, C. (2015). Linking Head Start Data with StateEarly Care and Education Coordinated Data Systems. Policy Brief. ERIC. https://eric.ed.gov/?id=ED587905

9 Weixler,L., Valant, J., Bassok, D., Doromal, J. B., & Gerry, A. (2020). HelpingParents Navigate the Early Childhood Education Enrollment Process: ExperimentalEvidence From New Orleans. Educational Evaluation and Policy Analysis, 42(3),307–330. https://doi.org/10.3102/0162373720922237

10 Baxter,C., Aikens, N., Tarullo, L., Ayoub, C., Roberts, J., Mondi-Rago, C., &Gaither, M. I. (2022). Recruitment, Selection, Enrollment, and RetentionStrategies with Head Start-Eligible Families Experiencing Adversity: A Reviewof the Literature. OPRE Report #2022-97. ERIC. https://eric.ed.gov/?id=ED621270

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