The Implementation of the Child Care Access Means Parents in School Program

• In Event: Increasing College Enrollment and Success for Adult Students

Abstract

Nearly 1 in 5 undergraduates in the United States is a student parent, yet attainment outcomes for parenting students lag behind those of their traditional-aged peers (Dundar, 2024; Long, 2017). Surveys of parenting college students identify the lack of affordable childcare as the most pressing barrier to postsecondary persistence (Hess et al., 2014; Johnson & Rochkind, 2009; Manze et al., 2023).  

 

The Child Care Access Means Parents in School Program (CCAMPIS) is a federal grant program that provides funding to postsecondary institutions to offer subsidized childcare for student parents, either through on-campus centers or in partnership with external providers. This study draws on interviews with approximately 50 CCAMPIS administrators from four-year universities and community colleges across the country. Grounded in Lipsky’s theory of street-level bureaucracy, we explore how CCAMPIS administrators’ responses to policy ambiguity shape the implementation of the grant (Lipsky, 2010; Spillane, Reiser, & Reimer, 2002).  

 

We identify significant variation in how administrators conceptualize and situate the program, which is sometimes integrated within early childhood development departments and other times housed within student services, with important implications for the types of services students receive. Understandings of grant requirements and flexibility also differ meaningfully, ranging from strict adherence to policy guidelines to using funds creatively to offer more expansive services. These implementation choices appear to be shaped by factors such as administrators’ professional backgrounds, institutional capacity, and the influence of campus leadership. 

 

Our findings suggest that clearer federal guidance, straightforward communication about how to receive exempts from key requirements, and increased technical support could help ensure consistent and equitable use of CCAMPIS grant funding. Ultimately, thoughtful policy design and implementation support are critical for meeting the needs of student parents and improving their college success. 

Authors

• Coral Flanagan, Vanderbilt University
  Presenting Author

• Adela Ruth Soliz, Vanderbilt University
  Non-Presenting Co-Author