Strengthening Child Care Systems: A Closer Look at the Child Care Licensing Benchmark Project
- Nov 30, 2020
- 3 min read
Updated: Sep 5
Licensing is the foundation of child care quality and safety in the United States. It establishes the minimum protections and expectations that ensure children are cared for in healthy, developmentally appropriate environments. To support states and partners in improving their licensing systems, Child Care Aware® of America (CCAoA) developed the Child Care Licensing Benchmark Project—a tool designed to measure alignment with federal requirements and progress toward quality.
As part of this important effort, NICCA served on the project’s advisory workgroup, offering feedback and guidance to ensure the benchmarks reflect a diversity of perspectives, including those of Tribal Nations. The result is a transparent, flexible, and evidence-informed tool that can support licensing reform efforts across multiple governance systems.
About the Project
The Child Care Licensing Benchmark Project was created to assess how well state licensing regulations align with the Child Care and Development Block Grant (CCDBG) Act of 2014 and to encourage continued progress toward higher standards. This work is especially important as states and Tribal Nations seek to balance compliance, quality, and cultural relevance in child care systems.
The tool is structured around two levels of benchmarking:
Level 1: Measures alignment with CCDBG statutory and regulatory requirements
Level 2: Encourages movement beyond compliance, toward practices that support continuous quality improvement
Together, these levels create a shared frame for understanding strengths and gaps in licensing systems.
Benchmark Structure
The Benchmark Project includes 14 benchmarks—7 related to program requirements and 7 related to oversight systems. These benchmarks cover areas such as:
Background checks
Training and qualifications
Health and safety practices
Family engagement
Licensing staff training
Monitoring and inspections
Each benchmark contains multiple indicators, totaling 290 measurable data points that allow for detailed and standardized comparison.
CCAoA developed a custom rubric (C–A–R–E) to score performance in each area, ranging from “Minimal” to “Perfect” alignment. This structured assessment helps identify opportunities for improvement and policy advocacy.
NICCA’s Role
As a member of the project’s advisory workgroup, NICCA provided feedback on:
Benchmark topics and definitions
Scoring methodology and rubric language
Inclusion of culturally relevant and equitable licensing considerations
Communication and usability strategies to ensure the tool is accessible to a wide range of stakeholders
This collaboration ensured the tool reflects not just federal mandates, but the lived experiences and priorities of the communities it is meant to serve—including Tribal CCDF programs that navigate both federal and Tribal licensing frameworks.
Supporting System Improvement
The Benchmark Project is intended to be a tool for reflection, planning, and advocacy. For states and Tribes, it can:
Highlight areas where licensing rules already meet or exceed expectations
Identify where policy or practice change is needed
Guide investments in training, monitoring, and provider supports
Facilitate cross-sector conversations about quality, equity, and accountability
Though initially piloted in five states, CCAoA intends to expand the use of this tool across all states—and its lessons are just as relevant for Tribal grantees working to build culturally grounded, high-quality early learning environments.
Learn More
📘 Download the report (PDF): Child Care Licensing Benchmark Project – Full Report (2020)
NICCA’s Commitment
At NICCA, we believe that every child deserves safe, nurturing, and culturally responsive care. We remain committed to supporting the Tribal early learning and care community through advocacy, technical assistance, and partnership efforts like this one—ensuring licensing and quality systems reflect the strengths and sovereignty of Native Nations.
