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This Bipartisan Policy Center webinar explores what cost modeling is and how it can inform investments in child care. Experts highlight why both cost modeling and market rate surveys are useful to increase the access, quality, and sustainability of the child care sector. There is an associated report, Charting the Path Forward for Child Care: Using Cost Modeling to Design New Solutions.
This series of reports by the Federal Interagency Forum on Child and Family Statistics provides a compilation of national data on 41 key indicators for children ages 0-17. The statistics include measures on issues such as food insecurity, summer enrichment, housing instability, mental health and substance abuse, and child and adolescent mortality. The 2022 version highlights selected special feature indicators related to COVID-19 to address the impact of the pandemic on child and family well-being.
The Improving Child Care Compensation Video Series provides interviews with leaders whose work is covered in the Improving Child Care Compensation Backgrounder 2021, which is also in the NCASE library. There are multiple videos for each state, and include examples of strategies that increase workforce equity such as creating salary scales, raising salaries, providing benefits, and building partnerships. Entities included are CA, CO, DE, IL, LA, NM, NC, PA, WA and D.C. This resource supports equity.
The Provider Cost of Quality Calculator (PCQC) helps providers estimate the annual costs and revenue of operating a center or home-based child care program at different quality levels. The calculator can help evaluate rate changes, sliding fee scales, benefits, and salary scenarios. In addition, there is a user guide to support the estimation process here https://childcareta.acf.hhs.gov/resource/provider-cost-quality-calculator-user-guide
On December 15, 2022, the National Center on Afterschool and Summer Enrichment hosted the “Equitable Strategies to Support the Out-of-School Time Workforce” webinar to share strategies and resources that can support a strong and diverse afterschool, home-based child care, and summer workforce. Examples shared were from both a national and local perspective and explored funding and policies that are designed to respond to workforce challenges.
The Center for Law and Policy has created this list of state-by-state increases for FY 2023 CCDBG appropriations. The Ominibus Bill includes $8 billion in total annual discretionary funds for CCDBG, which represents a 30 percent increase, providing an opportunity to respond to increased needs and ensure funding keeps up with rising inflation. This is the second largest increase in history of CCDBG.
This webinar discusses creative approaches to expanding health insurance for early childhood professionals. Health insurance is an important strategy for recruitment and retention and for equitable compensation. Included are examples of effective strategies for WA and for D.C. There is a related one-pager, What Do Early Childhood Educators Need to Know About the Marketplace? at https://www.acf.hhs.gov/ecd/health-coverage-outreach-toolkit-early-care-and-education-workforce.
This journal article explores a large national childcare provider serving PreK-8th graders in hundreds of school-based programs and its efforts to reduce staff turnover among program managers and educators. Although the article is somewhat dense and long, the concept shared about how to increase retention by increasing managers' knowledge, skills, motivation, and organizational influences is worth it.
This professional development module addresses the benefits of, and strategies for including school-age children in home-based child care (HBCC) settings. It can be accessed via the Individualized Professional Development (iPD) Portfolio section the Early Childhood Knowledge Learning Center (ECKLC) website. Users receive three (3) contact education units (CEUs) for completing the module, knowledge check and evaluation.
This report from the Department of the Interior documents the history and impact of the Indian Boarding School Initiative. Between 1819-1969, U.S. operated or supported 408 boarding schools across 37 states in pursuit of a policy of cultural assimilation and to dispossess Indians of their territory. The Department has recognized that targeting Indian children contributed to the loss of the following: (1) life; (2) physical and mental health; (3) territories and wealth; (4) Tribal and family relations; and (5) use of Tribal languages. This policy also caused the erosion of Tribal religious and cultural practices. This report includes recommendations for further investigation and actions to recognize the intergenerational trauma and the need to support revitalization of Tribal languages and cultural practices and to help begin the healing process. There is a 5-page Executive Summary at the beginning of the report that can provide a reader with an overview of the initiative. This resource supports equity.