KEY FINDINGS, NEXT STEPS, AND OPPORTUNITIES

Key Findings

Parents

• Tuition Assistance Supports High-Quality Preschool Affordability and Access: Nearly 62% of TA parents reported that they would not be able to afford any of the costs of preschool without CPP TA. Preschool affordability was a top barrier to enrollment for QI and prospective parents. Most (76.2%) prospective parents indicated that TA would help to address affordability of preschool.

• Prospective Parents Are More Aware of CPP Benefits: Prospective parents' awareness of CPP increased from 2022 to 2023. Prospective parents want a better understanding of CPP (e.g., TA information sessions, meetings with teachers/staff, and preschool site visits) to consider enrolling their children in CPP. Parents shared that safety and security are top priorities and concerns for their children when considering a quality preschool.

• Parents Express that Social-Emotional Learning is Important: Most parents were aware of the connection between social-emotional learning, child development, and kindergarten readiness, and reported it as a valued aspect of quality preschool. Despite this, feedback indicated that parents’ knowledge of developmentally appropriate markers for school readiness may be limited, offering opportunities for promotion and awareness.

• Parents Report Engagement in Their Child’s Learning In-School and At-Home: Many parents reported having frequent relationship-building interactions with their child’s preschool teacher or Provider and being engaged in their child’s education through parent-teacher meetings, school events, and preschool management apps. School-day engagement and the continuation of learning at home is a challenge for some parents due to work inflexibility and having limited free time and access to resources. Flexible options (e.g., virtual programs, inperson, phone, etc.) can eliminate barriers and potentially boost school involvement and athome learning, according to parents.

• Attendance During the Winter and Holiday Season Can Be Difficult: Nearly one in three TA parents characterized their child’s absences during this time as “not at all avoidable”. The top reasons for absences include seasonal illness and inclement weather. Other structural barriers, such as finances, work schedules, program operating hours, and transportation, impact enrollment, attendance, and retention of preschoolers throughout the year.

• Parents are Satisfied with Provider’s Communication: Almost all TA and QI parents expressed high satisfaction with their Provider’s communication. Most commonly, Providers shared with parents the ways that CPP has supported their preschool (e.g., professional development, equipment, and classroom supplies).

Teachers and Providers

• CPP Funds Impact Preschool Quality and Program Sustainability: Grants allowed TA and QI Providers to increase wages, recruit teachers, purchase program materials, and fund professional development. Teachers and Providers indicated that the grant funds provide crucial support for their staff and programs.

• Prospective Providers are Aware of CPP but Need More Information and Details: Most prospective Providers were aware of CPP but only half knew the eligibility requirements for joining the CPP Community Provider Network. To promote connection with CPP supports and programs, Providers indicated that CPP should consider providing more information about grant opportunities, virtual training, and CPP, in general. Providers indicated that the best way to share this information is through email.

• Preschool Teachers and Providers Need Support to Enhance Social-Emotional Teaching: Teachers and Providers expressed a need for support to effectively teach and assess socialemotional skills in the classroom, specifically in the areas of assessing abuse, neglect, and bullying; cultural background, home environment, and family dynamics; and students being academically and socially challenged in the classroom.

• Teachers and Providers are Educating Preschoolers with Special Needs: All stakeholder groups reported a notable percentage of preschoolers with special needs who require special education services and support. Concerns were raised about teachers having the appropriate training and skills to support preschoolers with special needs. Teachers and Providers reported needing help with service referrals and resources for parents of preschoolers with special needs.

• Preschool Teachers and Providers are Empowered by CPP Support and Professional Development Opportunities: Professional development, learning materials, and coaching support were highly rated areas of satisfaction for TA and QI teachers and Providers. These supports have helped preschools maintain or increase their quality, increase staff qualifications, and enhance program offerings. Additional opportunities to learn about managing difficult behaviors and teaching students with special needs are desired.

Recruitment, Retention, and Pay

• Insufficient Pay and Benefits Continued to Hinder Preschool Teacher Recruitment, Retention, and Program Sustainability: On average, teachers and Providers across all stakeholder groups expressed satisfaction with their job but dissatisfaction with their pay and benefits. Teachers and Providers reported that their satisfaction with their pay and benefits impacts their decision to stay with their employer, which influences preschool quality and sustainability.

Ongoing Impact of COVID-19

• COVID-19 Continues to Impact Preschools and Families: Enrollment continued to be interrupted by staffing shortages and pandemic-related challenges with nearly 25% of Providers reporting having to close classrooms and being unable to accept new students or open new classrooms, as a result. Few parents were still hesitant to send their children to preschool because of COVID19; thus, it was also reported as a barrier to attendance by teachers and Providers. Although inflation and the cost of quality have increased substantially over the past two years, most Providers were completely confident that their preschool will remain open for the 2023-23 school year. Many Providers plan to increase their tuition and fees to help with increasing costs.

Recommendations, Next Steps, and Opportunities

• Leverage Community Partnerships to Enhance Services for Preschool Providers and Families: Work with new and existing community partners to promote the benefits of CPP to prospective Providers and families, such as professional development and networking for Providers and access to quality preschool and Preschool Chats information sessions for families Providers and families mentioned that they could utilize services and training that support behavioral difficulties, mental health, social-emotional learning, and special needs, etc. Flexible training options including in-person, virtual, real-time, and self-paced learning can help make education a priority and accommodate complicated schedules and different learning styles.

• Strengthen Messaging and Communications to Reach Prospective Parents: Provider messaging should address preschool safety and security, which prospective parents reported as top priorities and concerns for their children. Messaging strategies may also address socialemotional learning, which parents highly valued, and financial supports, which parents reported as a barrier to preschool enrollment.

• Explore Opportunities to Expand and Promote Digital Resources: Share additional information and materials on the CPP website and other digital formats to support stakeholders with challenges and continued learning (e.g., parent engagement, at-home learning, child development, kindergarten readiness, finding and filling open preschool seats, community