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The nation's success in meeting the need for quality child care depends on our ability to recruit and retain a competent workforce and registered apprenticeships is one innovative model explored in this issue brief. There are sections on the Workforce Innovation and Opportunity Act; registered apprenticeships and growth and learning; and state and local examples including WV, AL, AR, CO, FL, KY, MD, OK, PA, RI, TX, and WI. A related webinar, Apprenticeships: A Growing Strategy for the Child Care Workforce, includes examples from YMCA of the East Bay and Rhode Island model for family child care.
While Asian American, Native Hawaiian, and Pacific Islander (AANHPI) populations are the fastest growing racial group in the United States, their unique challenges are not adequately studied or supported by current policies. This issue brief reviews the diversity and growth of various AANHPI populations and a beginning discussion about policies and programs to consider adopting. This brief includes a map of distribution of the nearly 3.7 million AANHPI children by state, including which states have added AAPI studies curriculum.
Spurred by unprecedented federal funding and a national call to counter covid-related learning loss, this Westat report provides a summary of how states responded to ARPA funds for summer learning and enrichment programs. The results are presented in 34 slides, based on a review of plans that states created and interviews with 37 states on the vision they developed, and how they engaged partners, implemented priorities, and evaluated results.
This self-paced module by You for Youth provides steps and strategies for program leaders to recruit, train, and retain program staff. It includes many resources such as sample job descriptions, human resource policies and staff manuals, and ideas for interview questions and reference checks. It can assist a program leader in creating a plan for improving staff recruitment and retention. Unless you need a certificate of completion, you do not need to log in to the Y4Y portal to do the module--just click "cancel" when asked to log in and proceed.
This issue brief shares a model about a collaboration between Nevada Department of Health and Human Services and Boys and Girls Club (BCG) to pilot behavioral and mental health services for youth in grades 1-12 participating in 13 out-of-school programs. This model used initial SAMSHA funding to bring 2 counselors as well as graduate practicum students into the BGC to provide social-emotional learning, behavioral, and mental health services and to train staff on trauma-informed care, suicide, substance abuse response, and how to make referrals. These supports will be sustained as they fast-tracked the process of Medicaid credentialing. This resource supports equity.
This webinar explores what intermediaries are learning about what it takes to recruit and retain OST staff. The panel is facilitated by Angelica Portillo from NAA with panelists from Utah Afterschool Network, California Afterschool Network, Dallas Afterschool Network, and San Francisco Beacon Initiative. Strategies include hiring bonuses, compensation, flexibility, being involved in decision making, pre-service training and career pathways, and staff nurturing.
This case study highlights the historical context behind the Pay Equity Fund, the vision and goals of the fund, early implementation successes and challenges, and future goals based on interviews with key informants, parents and guardians, center directors, and home-based providers. The goal of the Pay Equity Fund is to improve staff recruitment, retention, and morale and mental health, as well as program quality improvement and child outcomes. These findings can inform jurisdictions across the country as they design and implement compensation improvements for the child care workforce.
The Urban Institute engaged in a yearlong project to document how states access and strategically use federal funds to support early childhood systems and compensation. Five states including GA, IL, NM, TX, WA and other leaders joined in a convening to discuss their experiences. States shared challenges and the innovative strategies they are employing that include tailoring strategies to state context to address fragmentation; using philanthropic or private TA organizations to build state leaders' knowledge of how to access funds; and using cost models to advance child care compensation.
Grantmakers for Education and Out-of-School Time Impact Group held this webinar to hear from key researchers on trends, needs, and opportunities for research in the OST field. The panelists noted that there has been a shift from an earlier focus on academics to an increased focus on SEL, STEM, and social justice. The panelists identified research to read, researchers to follow, and issues that need to be addressed in research.
The National Center on Afterschool and Summer Enrichment emphasizes that OST programs provide measurable benefits to youth and families, demonstrably improving academic and developmental outcomes along with other results such as positive youth-adult relationships and social-emotional learning. The Out-of-School Time Social-Emotional Learning and Mental Health Toolkit (Toolkit) was developed to support OST/school-age child care system leaders, technical assistance associates, and program providers.
This toolkit provides readers with a general command of:
• Key Terms
• Social-Emotional Learning and Mental Health
The toolkit also provides targeted relevance and resources for system and program leaders on the following topics:
• Trauma
• Social-Emotional Learning and Mental Health Support
• Family Engagement Strategies
We encourage readers to utilize this toolkit as a supplement for OST programming and curricula or as a standalone resource to clarify your
SEL and mental health learning practices and supports.