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Perspectives on Meeting the Early Childhood Workforce ChallengeNACCRRA Annual Policy SymposiumWashington, DCApril 2, 2008
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Today’s Session
A Child Care Provider’s Perspective Jim Greenman, Bright Horizons Family Solutions
A Systems Perspective Barbara Thompson, U.S. Department of Defense
Addressing the Workforce at the State Level Terry Casey, Pennsylvania Child Care Association
The Changing Policy Context Eric Karolak, Early Care and Education Consortium
Discussion Audience
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A Child Care Provider’s Perspective
Jim GreenmanBright Horizons Family Solutions
(612) 729-0718 [email protected]
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Child Care Workforce Dilemma Rising expectation for credentialed staff
Consensus: early childhood education needs “quality”
The issue: quality = BA? Sooner or later?
ECE/child care divide – NAEYC Accreditation
Reality: diminishing talent pool
Compete with health care, education, service industries
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Early Care and Education Work ForceWhere Will They All Come From? The number of women age 25 – 54 in the labor force will grow only
9% from 2000 – 2050
Women with BA degrees: growth everywhere but education
Since 1970, dramatic increase in % of B.A.’s awarded to women: 43% of degrees in 1969-70, and 57% percent in 2000
In 2000, 30% of women aged 25 to 34 had four-year college degrees, up from 18 % in 1975
Increases: biological science 51%, business 40%, accounting 40%, - education only 1%
% of female lawyers and engineers aged 25 to 34 has doubled since 1983
Increase from 38% in 1983 to 51% in 2000 in the percent of young women working in executive, administrative and managerial occupations outside of education
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Where Will They All Come From? Men in education: lowest number in 40 years
Male elementary school teachers down to 9% from 18% in 1981
Estimated ECE male workface under 4%
More competitions with all better paid education and special education
Better paid health care competition
Increase in demand for RN/LPN and long term care workers of close to 50% from 2000 to 2010, 80%-100% by 2020
Entry level salary for 1 and 2 yr trained LPN’s and 2-4yr RN’s 25% to 120% higher than child care teachers
Future of Bright Horizons t Horizons Workforce More diverse staff
More mature staff
More part time staff
More English as second language staff
Fewer staff with pre service training and college coursework
Fewer staff committed to the profession
Fewer staff able or willing to achieve certification or degrees
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A System’s Perspective
Barbara ThompsonOffice of Family Policy/Children and Youth
U.S. Department of Defense
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Workforce
Approximately 15,000 Direct Care Staff
Paraprofessional
Wide Range of Experience and Education
High School Grad CDA College Grad No Experience With Experience
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Professional Development
Training Program
Orientation
EstablishedTimeline
Staff Paid
On-Going Observation/Feedback
Self PacedModule
Program
On-Going AnnualTraining
ScholarshipsPre-Service
Training
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Key Component of Success
T&C Position Critical
Ensures Mandatory Training Completed
Improves Practice Through Observation & Feedback
Supports CDA/AA/BA Continuum
Smart Investment
Frees Director to Work Management Issues
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Impact of Model Success
Standardized DoD System
Reduced Employee Turnover
Provided Career Path
Facilitated Continuity of Employment after Relocation of Spouse
Improved Professional Image
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CDCQuality
ComponentsStaff to Child Ratios
Formal Training for Caregivers > Linked to Wages
Strict Oversight > 4 Unannounced Inspections
“Fix, Waive, or Close”
DoD
Certification
National Accreditation
Fire, Health and Safety Standards
Training & Curriculum Specialist
Parent
Participation
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For More Information
Website: http://militaryhomefront.dod.mil Download Staffing Your Child Care Center
at http://www.cfs.purdue.edu/mfri/pages/research/staffing_your_child_care_center.pdf
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Addressing the Workforce at the State Level
Terry Casey
Pennsylvania Child Care Association(717) 657-9000, ext. 114
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Pennsylvania: Workforce Challenges vs Great Expectations
Some “Challenges” PA faces with ECE workforce? High turnover
Low wages Non-competing benefits More opportunity elsewhere Job stress
Loss of degreed staff Shrinking higher education programs to deliver ECE degree and
credentials
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Pennsylvania: Workforce Challenges vs Great Expectations
What are some of the “Great Expectations”? Improving quality care and early learning for children
through Keystone STARS (quality rating system)
Professionalization and retention of ECE practitioners
Community programs participating/partnering in PA’s Pre K Counts initiative
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Strategies to Overcome Challenges
Financial incentives for child care programs and staff thru Keystone STARS:
T.E.A.C.H. Early Childhood ® PENNSYLVANIA scholarship
Educational Retention Award
Merit Award
Tiered reimbursement
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What is T.E.A.C.H.?
Teacher Education And Compensation Helps is a nationally licensed scholarship program out of NC administered in PA by PACCA
Designed for those working in the early childhood field
Scholarship pays for 80% of tuition and fees, reimburses 75% of books, provides an $100 stipend to help with travel costs, reimburses sponsoring program for 75% of release time at $9 per hour.
Provides other supports such as counselor.
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Highlights of T.E.A.C.H. Scholarship
Nationally licensed program administered by statewide advocacy organizations in each of 22 states (more coming on board)
Scholarship built on principles of maintaining and strengthening existing systems within each state
Enables current workforce to work toward degree or credential in ECE
Increases education and compensation of workforce Helps to retain educated staff in sponsoring programs
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Added Value of T.E.A.C.H.
Helps better serve communities through workforce development,
Builds advocacy base and empowerment,
Maintains and strengthens existing systems including higher education.
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T.E.A.C.H. scholarships funded in PA include . . .
CDA Credential CDA Assessment Associate Bachelor PA Director Credential
Coming in 08-09: scholarships for student teaching, practicum, & certification
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Overview from 1998 to 2007
PACCA has awarded over 4,700 scholarships in 65 out of 67 counties
Recipients have completed over 55,000 college credits at 40 participating colleges & universities
2,100+/- child care programs have sponsored a scholarship recipient.
500+ graduates have earned an AA degree or CDA credentials.
Compensation has increased by 34% over 4 contracts with turnover rate at 3% after 4 contracts
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T.E.A.C.H. Participant Profile 98% are women 41% are persons of color 49% only have a high school diploma or GED 37% have some credit hours toward a 2 year
degree 66% are parents 66% have household incomes of less than
$20,000 per year
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Workforce Needs More
Educational Retention Awards (ERA)
(depending on education level and size of program bonuses range from $250 to $5,000)
Health Insurance – PA does not have a health insurance program for ECE workforce
ECE programs need help finding substitutes System needs strong infrastructure and resources
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Where does the funding come from? In PA the funding comes from state and federal dollars
as well as private sources such as foundations.
Programs must be in Keystone STARS and serving a minimum of 5% subsidy children to be eligible for Merit award and ERA funding.
Pre K Counts is funded at $75 million of state dollars.
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Why is it important to have a well educated, compensated workforce?
Good for young children
Good for workforce
Good for community programs that wish to be Pre K Counts provider (Must be STAR 2 or above now and STAR 3 by June 30, 2009.)
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Useful websites for PA info
www.pacca.org – T.E.A.C.H. scholarship information, resource and information clearinghouse, plus advocacy
www.pakeys.org – Professional development information; Keystone STARS info on standards, career lattice, financial rewards
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The Changing Policy Context
Eric KarolakEarly Care and Education Consortium
(202) [email protected]
The Changing Policy Context
State-funded Prekindergarten NIEER benchmark: B.A., with ECE specific training “Fewer than half the 38 pre-K states required all lead
teachers in their programs to hold a bachelor’s degree.” (NIEER, 2008)
Many require B.A. degrees of teachers in public school preK classrooms only
Recent initiatives mixed: Pennsylvania (2007) required B.A. with phase-in, Iowa (2007) and Massachusetts (2006) do not
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The Changing Policy Context
Head Start for School Readiness Act of 2007 Workforce Requirements 50% of teachers nationally must have at least a B.A.
in ECE or a related field and experience teaching preschool-age children within 6 years.
All teachers must have an A.A. within 4 years. All assistant teachers must have at least a CDA, be
working toward completing a degree within 2 years. Reserves 40% of new funds for quality
enhancements, including salary increases for staff.
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The Changing Policy Context
Ready to Learn Act – S. 1823 (Clinton, D-NY)New standards-based federal ECE program
$5 billion growing to $10 billion over 5 years Children from families with incomes below 200%
FPL or with limited English proficiencyTeacher qualification requirement:
100% of teachers must have B.A. degree in ECE or B.A. with ECE-specific training
Two year implementation timeframe
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The Changing Policy Context
Prepare All Kids Act – S. 1374 (Casey, D-PA)New standards-based federal ECE program
$5 billion, growing to $9 billion over 5 years Children from families with incomes below 200%
FPL
Teacher qualification requirement: Within 6 years, teachers must have or be working
toward a B.A. degree in ECE
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The Changing Policy Context
PreK Act – H.R. 3289 (Hirono, D-HI) Grants to states to increase quality and expand
access to state prekindergarten programs $100 million Up to 50% of funds for top level grants can be used to extend
access with priority to low-income communities
Teacher qualification requirement: Top level grants reserved for states where teachers have an
A.A. in ECE or a related field and where the state has a plan to require a B.A. in ECE or a related field within 5 years
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The Changing Policy Context
Quality Child Care for America Act – S. 2187 (Clinton, D-NY)Authorizes $200 million to fund CCDBG
quality set-aside workforce initiatives30% of funds must be spent on family child
care providers
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The Changing Policy Context
Higher Education ActExtends Perkins and Direct loan forgiveness
to early childhood educators in licensed child care, Head Start, and state prekindergarten programs
Grants to states for comprehensive childhood professional development and workforce systems
For more information:
http://ececonsortium.org – website of the national organization for center-based child care and early learning providers, featuring legislative reports, preK information, and federal and state ECE action center
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Questions?
