Shaping Futures Together: An Early Childhood Research & Policy Agenda

Shaping Futures Together: An Early Childhood Research & Policy Agenda

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

introduction ABOUT US

For more than 40 years, Start Early has been a champion for quality early learning and care, focused on closing the opportunity gap for our youngest learners. Start Early was founded in 1982 as the Ounce of Prevention Fund, a nonprofit public-private partnership. Since the beginning, we have delivered best-in-class doula and home visiting services, established Early Head Start and Head Start programs and have advocated for responsive research and policy to improve early childhood programs and increase funding at local, state and federal levels.

From our roots directly serving families and children on Chicago’s South Side and in rural Illinois, we have expanded nationwide, reaching communities in nearly every state.

Our role as on-the-ground practitioners continues to be the foundation of our expertise and source of innovation and leadership in the field.

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

table of contents Introduction 2

A bout Us

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A Common Goal: Families, Researchers, Policymakers & the Workforce

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Developing a Common Agenda for Greater Impact

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Connecting Research, Policy & Practice to Drive Bold Change

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Focus Areas: Advancing Change Together

Focus Areas 10

Healthy Births & Thriving Families

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Positive Early Learning & Development

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Effective, Valued & Well-Compensated Workforce

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Strong, Sustainable & Equitable Early Childhood Ecosystem

What's Next

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26

Thank You

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References

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The Shaping Futures Together PLAYBOOK

Shaping Futures Together: An Early Childhood Research & Policy Agenda

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

A COMMON GOAL: Families, Researchers, Policymakers & the Workforce Every child deserves to have positive early relationships and experiences – both of which are critical to their health and success throughout life. Unfortunately, in communities across the U.S., the first five years for millions of young children mirror the racial, geographic and economic inequities we see in so many other parts of American life. The result is immediate opportunity gaps among our youngest learners and their families with significant long-term impacts to communities and the broader economy.

At Start Early, we understand that a path forward must involve listening to and partnering with families and early childhood practitioners, including teachers, support staff, doulas, home visitors, child care providers and other early childhood staff, to prioritize the policies, research and investments needed to change this reality. We can get it right for all children from the start– shaping futures together.

Let’s talk Equity about...

We think about equity as both an outcome and a process. As an outcome, we achieve equity when a child is no more or less likely to experience benefits or burdens of our society because of the color of their skin, what zip code they live in, how much their parents earn or whether or not they have a disability. As a process, we create equity when those most impacted by institutional and structural injustices are involved in naming and addressing policies and practices that impact

Who are...

Doula: trained professional who helps a

Doulas + Home Visitors

labor and delivery possible by providing

person achieve the healthiest pregnancy, continuous educational, emotional and physical support at all stages of pregnancy.

Home Visitor: trained professional who helps parents continue to build a strong relationship with their infant or toddler, create a safe and stimulating home environment, develop healthy routines and also connects families to other health and well-being resources.

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

their lives. Achieving equity requires valuing all individuals and populations equally and recognizing and rectifying historical and ongoing racism and prejudice. 1

DEVELOPING A COMMON AGENDA FOR GREATER IMPACT To create this agenda, we utilized a participatory process that included parents, early childhood practitioners, specialists, researchers and advocates. Participants included constituents who work with or are directly served by Start Early or the Educare Network, which is comprised of 25 Educare Schools, serving children birth to age 5 nationwide.

Together, the Start Early and the Educare Network universe includes: Parents & Caregivers of Young Children Over 1,500 infant, toddler and

preschool children and their families attending center-based

Early Head Start and Head Start programs across Illinois

Nearly 28,000 children and families reached by Start Early’s home visiting initiatives across Illinois and Washington state

19,000 children, including more than 60% who are children of color, served through the Educare Network and their parent organizations in urban, suburban, rural and tribal communities across the country (in 15 states, the District of Columbia and the Winnebago Reservation in northeast Nebraska)

Early Childhood Practitioners & Program Leaders

Early Childhood Researchers, Innovators & Advocates

More than 500 early childhood practitioners

Start Early’s 400+ employees across the country, working to ensure young children and families have equitable access to quality early childhood programs and supports needed to thrive

providing quality early learning and care experiences across Illinois

Nearly 1,700 practitioners engaging with and supporting families and their infants and toddlers through home visiting and doula services

More than 2,000 early childhood professionals serving children and families across the Educare Network Note: Impact data reflects Start Early’s Fiscal Year 2023 reach (July 1, 2022 – June 30, 2023)

To collect input across these key groups of people, we: | Engaged practitioners, parents

and other early childhood experts in small group dialogues | Utilized virtual crowdsourcing

tools to gather input on what the federal government should focus on to better support young children and families

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| Convened internal advisory

groups specific to federal early childhood programs, including Head Start and Early Head Start, home visiting, child care and the Individuals with Disabilities Education Act (IDEA) Parts B and C

Shaping Futures Together: An Early Childhood Research & Policy Agenda

| Collected surveys from over 200

individuals representing diverse communities coast-to-coast, asking them which policies should be prioritized and which policy changes would make the biggest impact in their lives

Connecting Research, Policy & Practice to Drive Bold Change Watch to hear more from Diane.

| Dr. Diane Schanzenbach is an economist and professor of Human Development and Social Policy at Northwestern University where she studies how policy and practices can impact and change the life trajectory of young children.

She is also a member of the Start Early Board of Directors, and fully endorses the organization’s integrated approach to early childhood research, policy and practice.

Whenever we have policy, we need to make sure it’s designed correctly and going to work in the way it is intended. So often, things that sound good on paper or have the best intentions have counter outcomes. We need to marry research, practice and policy to make sure we’re continually learning and improving. For example, once we create policy, in time, we will need to get a new round of input from teachers and policymakers and conduct more research and analysis to see how it is working and course-correct where necessary. Policy, practice and research are all linked, but too often in a linear process that does not reflect the need for continuous input and improvement. Instead of a line, these three areas need to be circular. The system Start Early has built supports that approach.

- Dr. Diane Schanzenbach 7

Shaping Futures Together: An Early Childhood Research & Policy Agenda

ALIGNING RESEARCH, POLICY & PRACTICE In addition to standing together with families and practitioners, transformative change for young children and families will require collaboration and alignment across early childhood researchers and policymakers. As such, Start Early led the development of this agenda as an actionable commitment to the following core beliefs: 1

F amily and practitioner voices must inform federal policy and related research priorities.

Early childhood policy efforts should focus on the issues, investments and reforms that parents and the early childhood workforce say are the most critical. Research should focus on how to ensure more equitable and impactful outcomes related to those identified priorities.

2 Researchers, policymakers and advocates must

Let’s talk about...

Research Practices

ensure their efforts reinforce and build on one other.

Start Early is committed

Using this approach, research will support identified policy priorities by offering evidence for desirable solutions, ongoing improvements and maximum impact.

to using equitable and

3 Equitable and participatory research methods must

participatory research methods that include: •

be implemented in collaboration with parents and practitioners.

conducted by scholars of

Researchers will actively and meaningfully involve communities in the identification and prioritization of research questions, selection of methods and design, adoption or development of measures and indicators, and the interpretation, use and sharing of findings.

marginalized backgrounds

color and other historically

•

groups with a holistic and strengths-based approach that celebrates

communication methods that are accessible and readily reach families, practitioners and communities.

All materials will use less jargon and seek to communicate critical information in ways that are easy to access by anyone. The stories of families and practitioners will be elevated to illustrate the impacts, both positive and negative, of policy and research priorities on the lives of real people.

We believe that placing these core principles at the center of efforts to develop and move this agenda forward will lead to more relevant and actionable policymaking and research, and ultimately, more equitable outcomes for children and families.

Shaping Futures Together: An Early Childhood Research & Policy Agenda

Seeing children and families of historically marginalized

4 Publications, resources and tools should use

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Drawing from research

racial, ethnic, cultural and linguistic diversity •

Ensuring research priorities, questions, design and processes reflect lived experience and engagement with the children, families and practitioners

FOCUS AREAS: ADVANCING CHANGE TOGETHER In partnership with parents and caregivers of young children, practitioners, program leaders, researchers, innovators and advocates in communities across the country, Start Early will work to advance the following priorities through its policy and research efforts over the next several years. Organized across Start Early’s primary areas of focus, these priorities represent what our constituents feel are critical to ensuring all young children and families have equitable opportunities to achieve their goals and succeed in school and in life.

Healthy Births & Thriving Families

Positive Early Learning & Development

Effective, Valued & Well-Compensated Workforce

Strong, Sustainable & Equitable Early Childhood Ecosystem

Within each of the four focus areas, we outline identified priorities. We also share insight and personal experiences from families and practitioners to illustrate the impact on young children and those who care for them. Start Early’s perspective on how these priorities can be realized are also highlighted.

Specific legislative and administrative policy recommendations and research questions that can help make progress on the identified priorities are detailed in the Shaping Futures Together PLAYBOOK, which begins on page 28.

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

Healthy Births & Thriving Families Positive, nurturing and supported relationships between parents, caregivers and young children are essential to childrens' development and to the health and success of families.

“I knew having kids meant we were going to have to figure out a lot of things, but I didn’t know it would be to this extent.”

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

ANTHONY

Healthy Births & Thriving Families

 Uncovering how family leave policies impact families | Anthony is a high school business education teacher and football coach in Texas. To help make ends meet for his growing family, he also works as a DoorDash driver after his kids go to sleep at night. Anthony and his wife, a former special education teaching assistant, decided she would stay home to care for their child, largely because they could not find affordable, quality child care that they trusted.

Watch to hear more from Anthony.

As all new parents know, those first days and weeks with a new baby are joyful and also overwhelming. When their first child was born, Anthony was working from home because his school district had been doing remote learning due to the ongoing COVID-19 pandemic.

As such, he was able to assist his wife in caring for their daughter during breaks and lunch. It was a special opportunity that allowed him to bond with his first child and support his wife in a meaningful way.

Unfortunately, when Anthony’s second child was born in 2023, he did not have any paid or unpaid family leave available to him because he had been on the job for less than one year. Instead, he was forced to use eight of his remaining 10 paid-time-off (PTO) days to support his wife’s healing, care for his older daughter and bond with his new son during that first year. “ Friends of mine (dads) that work in corporate jobs told me that they got three months paid leave after their child was born. I’m not even asking for a month, can’t I get two weeks?”

Anthony took his PTO in chunks – 16 half-days vs. eight full-days – to stretch out the time and help his wife care for their two small children. “ It was hard though. There were days my wife was struggling physically and mentally. I wanted to stay longer to help, but I had to be back at work. My attendance is part of my annual evaluation, and I was worried how not being there would impact my evaluation and, ultimately, my pay.”

Even if Anthony had been working in the school district

For many parents, a new baby can be wonderful. But it is also challenging, with days filled with uncertainty compounded by sleepless nights. Yet, establishing a positive, nurturing and supported bond with a baby in those early days and weeks is critical to a child’s development and the success of a family. This important window for development can be cut short when parents are forced to choose between caring for a newborn and being able to pay their bills. “ I knew having kids meant we were going to have to figure out a lot of things, but I didn’t know it would be to this extent. I’m pulling 17-hour days (between my teaching job and side hustle with DoorDash) to ensure my kids can eat.”

For those with access to paid family leave benefits after the birth or adoption of a child, the experience during those early days of bonding is dramatically different than for those unable to take such time away from their career.

Positive early connections and interactions help promote healthy development.  The United States is 1 of only

longer, the up to 12 weeks of time off provided by the

6 countries in the world – and the

federal Family and Medical Leave Act would have been

only wealthy nation – with no na-

unpaid – something a family of four likely cannot afford

tional PAID family leave policy.2

to do. He also learned that, while eligible moms in the school district where he teaches can receive six to eight weeks of combined leave benefits, dads are required to

 85% of working people in the United States do not have

use PTO for paid time off after the birth or adoption of a child – a policy that is not unique to his employer.

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

access to PAID family leave time.3

Healthy Births & Thriving Families

Family Leave Policies in the U.S. Today  Federal Employee Paid Leave Act (FEPLA): makes up to 12 weeks of PAID family leave available to federal employees with a qualifying birth of a child or placement of a child for adoption or foster care  Family and Medical Leave Act (FMLA): entitles eligible employees of covered employers up to 12 weeks of Watch to hear more from Ashley.

UNPAID, leave for specified family and medical reasons, including the birth or adoption of a child

| Ashley is a Head Start teacher at Educare Chicago.

Founded and operated by Start Early, a leading advocate for universal paid family leave, Educare Chicago provides all employees up to six months of paid parental leave after the birth or adoption of a child. For Ashley, this was critical when her daughter Brazil was born in 2021. “ When I had Brazil, I was the breadwinner in our family. Knowing that my income would continue while I was home with her was a huge relief. I also struggled

“ If I had to take Brazil to a child care center when she was just 2- or 3-months old, everything would have been different and rushed. I was able to establish a routine... and get to know my baby and her developing personality because I had the time.”

Unfortunately, many new parents are denied this precious

with postpartum depression. I’m so grateful I had six

and crucial time to care for and bond with their baby,

months to get physically, mentally and emotionally

risking the healthy development of their child and their

ready to return to work. When I returned, I was ready to

own physical and mental health when they return to

be fully present in my job, something I would not have

work sooner than both baby and parent are ready.

been able to do sooner than that postpartum.”

Every family deserves a strong start including financial security, supports for new parents, and paid family leave benefits.

But, even when Ashley was ready to return to work, finding child care was challenging. As an early childhood teacher herself, she knows firsthand the importance and impact of quality early learning and care experiences. A reality for many new parents, the first three programs she looked into were not a proper fit for best supporting Brazil’s development. “ Because I was home with her for the first six months, I was able to really get to know my daughter. I wanted child care that was going to support her development,

During those six months, Ashley was able to prioritize and establish a strong bond with her daughter. She used this time to research what milestones Brazil should be reaching month-to-month and worked with her daughter to meet these important developmental milestones – such as rolling over, babbling, grabbing for objects and more. She also found support for her own postpartum recovery – again, something she would not have had the time to do if she had to return to work sooner.

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not just 'watch' her. I eventually found an option that works for my family, and now, I’m thrilled to see how she’s advancing.”

Like all parents, both Anthony and Ashley love their children and want what’s best for them. Often, what’s best for babies, especially in the early days, are caregivers who can be fully present and available to their newborns, which is hard to do. Paid parental leave provides parents with the opportunity to better meet their child's earliest needs.

Shaping Futures Together: An Early Childhood Research & Policy Agenda

Healthy Births & Thriving Families

Solutions for Change Healthy Births & Thriving Families

priority

how?

Ensure all families have access to paid family leave after the birth or adoption of a child

Provide federal funding for paid family leave of up to 12 weeks for all parents upon the birth or adoption of a child, similar to the Federal Employee Paid Leave Act

Raise awareness of existing research on the benefits of paid family leave for young children, parents, employers and states

Make newborn support programs free for all families, with access to longer-term home visiting programs as needed/desired Support communities in designing their own programs to support new parents and their infants and toddlers

Increase resources and support for home visiting programs and Universal Newborn Support Systems (UNSS)

Through research, better understand the impacts of home visiting programs and UNSS and who is most likely to benefit from them

Increase support for community-designed and community-based home visiting programs and models, including increased access to promising-practices funding and federal home visiting funding

Design research studies that evaluate cultural responsiveness of existing home visiting and newborn support program models

Make it easier for families to have the financial resources they need to thrive

Eliminate policies and eligibility criteria of federal early childhood and financial assistance programs that limit a family's ability to improve their financial circumstances

Ensure access to consistent basic need supports for families with young children Raise awareness of the impacts of Child Tax Credit and Universal Basic Income trials on family outcomes

What are... Universal Newborn Support Systems & Home Visiting Programs?

Universal Newborn Support Systems: offer and provide voluntary, short-term screening and referral services to every family with a newborn to help connect them to the supportive services and resources they may need and want, at no cost to the family.

Home Visiting Programs: match families with trained professionals who provide longer term supports to parents in building strong relationships with their infant or toddler, creating safe and stimulating home environments, developing healthy routines and connecting families to other resources.

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

Positive Early Learning & Development All families with young children need access to quality, affordable and universal child care and early learning – the health of our families, communities and economy depend on it.

“My wishes for Cooper when I was making $75,000 a year are the same now, living on all these social supports. I just want him to be happy.”

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

HAZEL

Positive Early Learning & Development

| Cooper is a precocious 5-year-old and a recent Head Start graduate. “I am leaving a season of deep gratitude for being a Head Start parent,” Hazel, Cooper’s mom, shares. Head Start programs provide services centered around early learning and development, health, and family well-being for children birth to age 5 and are free for eligible families, particularly those who meet federal low-income guidelines. But Hazel and Cooper were not always an eligible family.

Hazel worked a steady, well-paying job, enjoyed coming home and making her son nutritious meals, playing games and snuggling before bed. Life changed during the pandemic when Cooper’s dad’s abuse went from acute to extreme – isolating Hazel and Cooper from their support network, preventing Cooper from going to child care, forcing Hazel to stop working to care for Cooper full-time, and ultimately, resulting in a traumatic day-to-day living environment.

Stronger than her situation, Hazel fought for their safety, ending up at a domestic violence shelter. Unlawfully terminated three business days after arriving at the shelter, Hazel found herself living in poverty for the first time in her life. As Hazel worked to navigate the support services available, not having access to affordable child care meant she could not protect Cooper from the fallout of their changing circumstances. He heard her conversations with social service organizations and participation in emotionally

Watch to hear more from Hazel.

If we want to see the ‘Help Wanted’ signs come down... we need to make high quality, affordable child care available to everyone. child care slots near home or work. These challenges hurt a parent’s ability to meet their families’ basic needs.

invasive intakes for services related to trauma. Cooper saw

When Hazel was eventually able to enroll Cooper at a local

his mom cry, as much as she tried to protect him from the

Head Start program, life changed – this time, for the better.

raw realities. This went on for two years of his young life.

The teachers were well-trained, caring individuals. Cooper

Across the country, families face different life situations that are made more complicated by the challenge of finding quality, affordable child care. For Hazel, it was cost; for others, it is hours of operation that don’t support evening, weekend or shift hours, or not enough open

ate a nutritious breakfast, lunch and snack at school.

Hazel also found a community of support, helping her access other helpful resources and services as she works to build a stronger future for herself and Cooper. But there are also challenges, as Hazel observed, “Head Start is an exceptional program, but it’s underfunded, understaffed and the waitlists are long.”

Universal, quality, affordable child care would allow all

Impact of Child Care Costs & Availability

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 The cost of child care is up 26% in the last decade - outpacing wage increase rates – and is up more than 200% over the past 30 years. 4  In 2023, 85% of primary caregivers said the

parents an opportunity to work, helping to increase family economic security and build a stronger economy. This is why early childhood research and policy initiatives must prioritize how to make child care free for most families and more affordable for all families. We must also find ways to make it easier for families receiving social support, like Hazel, to automatically enroll in state preschool and child care subsidy programs without facing long waitlists and

challenges with child care are cutting into

cumbersome application processes.

their work hours or productivity.

“If you’re a parent, your ability to show up fully to a job is

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 76% of families with young children who searched for care reported difficulty finding

dependent on being confident and comfortable with who is watching your child,” Hazel stresses.

adequate child care. 6 15

Shaping Futures Together: An Early Childhood Research & Policy Agenda

Positive Early Learning & Development

Nearly

11 million,

or 1 in 7, children live in families who are making decisions daily about whether to use their limited funds to provide basic needs, such as food and housing, or pay for child care. 7

We must invest in universal child care & early learning so that all children & families can thrive.

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

Positive Early Learning & Development

Solutions for Change Positive Early Learning & Development

priority

how?

Make child care free for most families and more affordable for ALL families

Implement policies that support all working families in accessing quality child care near their home, work or community

Increase access to child care for historically marginalized and under-resourced groups and communities

Showcase research that demonstrates the deficits of the U.S. child care system in comparison to other peer nations

Make more families eligible for Early Head Start and Head Start programs Make it easier for families to receive Early Intervention services that support children ages 0-3 with or at risk for developmental delays and disabilities

Expand Early Head Start and Head Start eligibility criteria Study barriers to Early Head Start and Head Start enrollment, such as capacity, location, awareness and perceptions

Limit wait lists for Early Intervention services Increase federal investment in Early Intervention services and the Early Intervention workforce

Incentivize coordination and cross-training among early childhood practitioners focused on identification, referrals and service delivery

Showcase research studies that seek to understand the barriers to Early Intervention services for children ages 0-3

Make it easier for families from different cultures and with native languages other than English to participate in screenings and services for children with or at risk for developmental delays and disabilities Make it easier for children ages 0-5, with or at risk for developmental delays and disabilities, to receive learning and care services in any early childhood setting

Ensure cultural and language responsiveness across phases of screening, eligibility, evaluation and service delivery

Evaluate program effectiveness in reaching and guiding families from a variety of different cultural and linguistic backgrounds throughout the screening and evaluation process

Increase investment for inclusive early learning environments, including community-based programs, that offer Early Childhood Special Education and/or Early Intervention services in the same setting

Broaden access to federal funds to support children with or at risk for developmental delays and disabilities

Promote studies and examples of inclusive programs that work for both families and providers

What is...

Early Intervention 17

Early Intervention: Services and supports available to babies and young children with or at risk of developmental delays and disabilities and their families. Services provided may include speech therapy, physical therapy, and other types of services based on the needs of the child and family.

Shaping Futures Together: An Early Childhood Research & Policy Agenda

Effective, Valued & Well-Compensated Workforce The skilled professionals who care for and nurture our youngest learners, and therefore support entire families and communities, should be appropriately resourced and fairly compensated for the vital services they provide.

“Not having consistent teachers in the classroom is hardest on children.”

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

COLUMBA

 Access to quality child care and early learning requires highly-skilled, wellcompensated, supported teachers and staff.

Effective, Valued & Well-Compensated Workforce

| Columba is the curriculum director at United Way Center for Excellence in Early Education, home to Educare Miami in Florida. In this role, she recruits, mentors, coaches, observes and evaluates both new and current teachers. Unfortunately, she is often pulled away from this important role to substitute in classrooms where teacher vacancies have been difficult to fill.

Watch to hear more from Columba.

“ It’s been very hard to find teachers that have completed their bachelor’s degree – a requirement to work at my center. We have had open positions for a long time. No one wants to take on college debt for a career that doesn’t pay well. We want

Columba believes that legislators and policymakers should be required to have firsthand experience in the classroom to see for themselves the impact of the skilled

people to work in the field because they care about

professionals who care for and nurture our youngest

children and the outcomes – not just for the money –

learners and, therefore, support entire families and

but people need money to live.”

communities. Perhaps, through this experience, federal, state and local leaders will recognize why our early learning

The challenge of finding and retaining highly-skilled early childhood teachers and staff directly impacts the quality of care that children receive.

As Columba can attest, “When changes happen in a

and care workforce must be appropriately resourced and fairly compensated for the vital role they play. “ Being a teacher is hard work. Teachers have to be emotionally present at all times – more than eight hours a day. That’s not an easy skill for humans. If you’re not rewarded and appropriately compensated, you’re going to find something easier to do, often for the same amount of money or more. I see it too often.”

We must find a way to ensure the early childhood field is an attractive and sustainable career. To inspire

classroom and a new teacher or substitute fills in,

and keep people working in the early childhood field

it takes time for children to get to know and trust

and improving their skills, we must realize a thriving

that person, so they can start to learn. Not having

wage for all staff and address workforce needs beyond

consistent teachers in the classroom is hardest on

compensation, such as health care benefits, paid family

children.”

leave, professional development, tuition reimbursement

The workforce is the backbone of the early childhood

and more.

system. Yet, too many people are leaving – or not entering – the field due to low wages. Early learning and care providers – who are disproportionately women of color – struggle to make ends meet, and as a result, turnover rates are high. Nearly 20 percent of the early learning

Child Care Wages Not Keeping Pace  Less than $18 per hour

and care workforce turned over in each of the last

Child care providers earn a median wage

several years. And the total workforce remains between

of less than $18 per hour and receive

8-10 percent smaller than it was prior to the COVID-19

little to no benefits, while the typical

pandemic. 8

nonsupervisory worker earns more than $28 per hour.9

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

Effective, Valued & Well-Compensated Workforce

two-thirds

of child care and preschool operators report a staffing shortage that affects their ability to serve families. 10

Our children, families and incredible early childhood workforce deserve & increasingly demand more support.

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

Effective, Valued & Well-Compensated Workforce

Solutions for Change Effective, Valued & Well-Compensated Workforce

priority

how?

Ensure a highly-skilled, wellcompensated and supported workforce

Improve pay, benefits and supports for people who work in early childhood programs (e.g., home visiting, child care and preschool programs)

Identify dedicated government funding for the home visiting workforce Study policy mechanisms that continue to drive highly skilled professionals out of the early childhood workforce

Find ways to keep people working in early childhood and improve their skills Ensure early childhood programs and staff are welcoming and supportive of families of all backgrounds, cultures and income levels

Address workforce needs beyond compensation, including health care benefits, parental leave, professional development, tuition reimbursement, etc.

Study and promote research on early childhood workforce retention Expand classroom practices to include and consider all families Increase cultural responsiveness of early childhood programs, such as home visiting, child care and preschool, and align with the cultures, unique needs and primary languages of families within the program’s community

Study, socialize and implement what practitioners need to be supportive of families of all backgrounds

Ensure child care programs and staff are ready, willing and able to support children of all abilities and needs

Increase availability of inclusive early learning and care settings Increase supports for providers to serve young children with or at risk of developmental delays and disabilities

Increase supply of specially trained early childhood staff available to support support children with or at risk of developmental delays and disabilities

What is... Inclusion Early childhood inclusion: Values, policies, and practices that ensure all children regardless of ability - can fully participate, be supported and thrive in their early learning and care setting.

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

Strong, Sustainable & Equitable Early Childhood Ecosystem A comprehensive and sustainable early childhood system must be designed in partnership with families, funded as a public good and should exist in every community as a continuum of support for all children and families from before birth to age 5.

“My child is a success story. My child will make it.

We’re in this together. I am not alone. Smile more.”

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

CHERYSE

Strong, Sustainable & Equitable Early Childhood Ecosystem

 Families are experts on their own children. Parent expertise must be recognized and valued. | “Your name will be great. You will be a success.

I thank God for you every day.” That’s how Cheryse greets her 4-year old son Hammie every morning. Hammie joined their family when he was six days old as a foster child, and four years later, they officially adopted him.

As a mother to four other children and someone who has worked in the education field for 20 years, Cheryse recognized right away that something was different

Watch to hear more from Cheryse.

about Hammie. She knew he was exposed to a lot during pregnancy, but his early behaviors signaled something more significant. As Hammie got older, she recognized he was experiencing developmental delays.

As a fierce advocate for all children, Cheryse took action immediately. After several doctor and specialist visits, Hammie was diagnosed with developmental speech delays, Attention Deficit Hyperactivity Disorder (ADHD) and borderline autism. Circumstances and outcomes like these can be overwhelming for a family.

Having had experience through her career in early childhood, Cheryse could navigate the complex system of doctors, support services and more that followed. She could also advocate to get Hammie’s needs met. But not every family can or is empowered to do that.

Unfortunately, across the country, many families feel their input is excluded from their children’s diagnosis and lack access to resources that support their development due to their education or income level, and/or cultural and language differences that can make communication between parents and practitioners difficult.

As Cheryse reflects on what parents need to support their children with identified delays or disabilities, she suggests, “We need to change the language on the paperwork so it’s easier to understand and provide an interpreter in the parents’ native language so they can effectively

Cheryse reminds parents they can and should use their voice, “Tell the doctors, disability coordinators and teachers what you’re seeing and what you think is wrong. Keep pushing – don’t get frustrated while waiting. Talk to other families who have gone through the same thing. Don’t let anyone tell you 'your child is bad.'"

Parent expertise must be recognized and valued when designing programs to support their children's development and success. Cheryse puts out a call to legislators, “allow parents to have a voice. Allow them to come speak with you.” Parents must also be part of the research and policy conversation.

We need to create a comprehensive and sustainable early childhood system that works for all families and all children. Increased funding is an important step.

Particularly, low teacher pay makes it hard to retain teachers and specialists to support students, like Hammie, who need particular, skilled care. “ My child is a success story. My child will make it.

We’re in this together. I am not alone. Smile more.”

Cheryse says that these daily affirmations are critical and encourages other struggling parents to use similar statements as a reminder that, together, we can do this.

understand what’s being said during observation sessions, doctor visits and teacher meetings.”

We must reorient early childhood services around the needs of people, rather than the structure of government agencies, to ensure families can easily access what they need to thrive.

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

Strong, Sustainable & Equitable Early Childhood Ecosystem

Children & Families Have Diverse Needs • Children living in low-income households are significantly more likely to have a disability than children living above the poverty threshold.11 • Families with a single parent and/or a young parent are more likely to live in a low-income household.12 • Over half of families with low incomes do not receive support from key safety net programs such as food and housing assistance.13

An equitable and comprehensive early childhood system centers the needs of all young children & families.

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

Strong, Sustainable & Equitable Early Childhood Ecosystem

Solutions for Change Strong, Sustainable & Equitable Early Childhood Ecosystem

priority

how?

Make it easier for families with young children to qualify for and enroll in multiple programs at the same time

Coordinate eligibility and enrollment across programs (e.g., Head Start and

Make comprehensive changes to strengthen the child care industry instead of taking smaller steps to improve programs and systems

Early Head Start, home visiting, child care, food or housing supports)

Study the impacts of coordinated eligibility on enrollment

Create universal access to child care with funding beyond the federal Child Care and Development Block Grant (CCDBG)

Study and highlight ways that states can work together and learn from one another to consistently implement changes that improve child care supports and services

Study and promote precedents, historically and internationally, for large-scale policy change

Increase parent involvement in program leadership at federal, state and local levels, in particular, those supporting children with developmental delays and/or disabilities

Establish systems that more authentically include parents in leadership roles and decision-making conversations

Ensure parent involvement in designing and improving every part of the early childhood system of supports, in particular, those designed for children with developmental delays and/or disabilities

Study what parents say they need to take on leadership roles to engage fully in decision-making conversations

Strengthen data collection systems for Early Childhood Special Education and Early Intervention Make it easier for parents to understand and exercise their rights in supporting their children with or at risk of developmental delays and disabilities

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Enhance federal data collection to include demographics of those found eligible and ineligible, settings in which they are being served, and services provided over time

Use new data to strengthen methods for inclusion Strengthen federal guidelines, monitoring requirements and available supports specific to increasing parent understanding of their rights

Learn from advocacy movements that have engaged parents in policy change

Shaping Futures Together: An Early Childhood Research & Policy Agenda

WHAT'S NEXT Over the next few years, collaborating with partners, practitioners and families, Start Early will use the Shaping Futures Together agenda to guide our federal policy and research efforts. We will continue to engage those most impacted as experts in developing and refining plans for advancing each priority outlined in this agenda and ensure that our efforts are reflective of new and evolving circumstances and needs.

We welcome even more parents, families, caretakers and practitioners to join us in driving change on behalf of our youngest learners and future generations. We invite you to: 1

heck out our detailed Shaping Futures Together PLAYBOOK, which begins on page 28, and C includes downloadable and printable resources that articulate legislative and administrative policy recommendations and research questions for each of the identified priorities.

2

isit Start Early’s Action Center to access resources that can help make your voice heard on V behalf of young children, families and those who care for them.

3

tay connected by signing up for Start Early’s email list and following us on social media. We S will share opportunities for you to engage and will also provide updates on the priorities and recommendations outlined.

StartEarlyOrg www.twitter.com/StartEarlyorg StartEarlyOrg www.facebook.com/startearlyorg StartEarlyOrg www.instagram.com/startearlyorg StartEarlyOrg www.linkedin.com/company/startearlyorg

THANK YOU Start Early humbly thanks those who participated in the co-creation of the Shaping Futures Together agenda – including early childhood practitioners, parents, families, advocates and researchers from across the United States. We deeply appreciate the time, energy, thought partnership and feedback that countless individuals poured into this project.

Thank you especially to those doing critical work in communities to serve families and children.

Your insight and lived experiences were crucial to ensuring this agenda reflects the true, unique needs of those most impacted by early childhood systems and programs. We also want to acknowledge the efforts of so many staff members across Start Early who worked diligently to make this agenda a reality.

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

REFERENCES 1

Educare Network, (2023). 2023-26 Research Agenda: Advancing Racial Equity. https://www. educareschools.org/app/uploads/2023/09/Educare-Research-Agenda-on-Racial-Equity_Final. pdf

2

Heymann, J., (n.d.). UCLA WORLD Policy Analysis Center, https://www.worldpolicycenter.org/ policies/is-paid-leave-available-to-mothers-of-infants-including-maternity-and-parental; Miller, C. (Published Oct. 25, 2021, Updated: June 22, 2023) “The World ‘Has Found a Way to do This’: The U.S. Lags on Paid Leave,” New York Times.

3

Zero to Three, (2022, June 27). Paid Family Leave Fact Sheet. https://www.zerotothree.org/ resource/paid-leave-fact-sheet

4

The White House, (2023, April 18). Fact Sheet: Biden-Harris Administration Announces Most Sweeping Set of Executive Actions to Improve Care in History. https://www.whitehouse. gov/briefing-room/statements-releases/2023/04/18/fact-sheet-biden-harris-administrationannounces-most-sweeping-set-of-executive-actions-to-improve-care-in-history

5

The White House, (2023, April 18). Fact Sheet: Biden-Harris Administration Announces Most Sweeping Set of Executive Actions to Improve Care in History. https://www.whitehouse. gov/briefing-room/statements-releases/2023/04/18/fact-sheet-biden-harris-administrationannounces-most-sweeping-set-of-executive-actions-to-improve-care-in-history

6

The White House, (2023, April 18). Fact Sheet: Biden-Harris Administration Announces Most Sweeping Set of Executive Actions to Improve Care in History. https://www.whitehouse. gov/briefing-room/statements-releases/2023/04/18/fact-sheet-biden-harris-administrationannounces-most-sweeping-set-of-executive-actions-to-improve-care-in-history

7

Center for American Progress, (2021, January 12). The Basic Facts About Children Living in Poverty. https://www.americanprogress.org/article/basic-facts-children-poverty

8

The White House, (2023, April 18). Fact Sheet: Biden-Harris Administration Announces Most Sweeping Set of Executive Actions to Improve Care in History. https://www.whitehouse. gov/briefing-room/statements-releases/2023/04/18/fact-sheet-biden-harris-administrationannounces-most-sweeping-set-of-executive-actions-to-improve-care-in-history

9

The White House, (2023, April 18). Fact Sheet: Biden-Harris Administration Announces Most Sweeping Set of Executive Actions to Improve Care in History. https://www.whitehouse. gov/briefing-room/statements-releases/2023/04/18/fact-sheet-biden-harris-administrationannounces-most-sweeping-set-of-executive-actions-to-improve-care-in-history

10 National Association for the Education of Young Children, (2022, February). Saved But Not Solved America’s Economy Needs Congress to Fund Child Care. naeyc.org/sites/default/files/ wysiwyg/user-98/naeyc_ece_field_survey_february2022.pdf 11 United States Census Bureau, (2021, March 25). U.S. Childhood Disability Rate Up in 2019 From 2008. https://www.census.gov/library/stories/2021/03/united-states-childhood-disability-rateup-in-2019-from-2008.html 12 Aspen Ascend Institute and Child Trends, (2023, March 1). Data on Families with Low Incomes Across America. https://ascend.aspeninstitute.org/data-on-families-with-low-incomes-acrossamerica-can-inform-two-generation-approaches/ 13 Aspen Ascend Institute and Child Trends, (2023, March 1). Data on Families with Low Incomes Across America. https://ascend.aspeninstitute.org/data-on-families-with-low-incomes-acrossamerica-can-inform-two-generation-approaches/

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

Shaping Futures Together:

THE PLAYBOOK The PLAYBOOK represents the recommended strategies and levers that Start Early staff believe will help to realize the priorities identified by families and practitioners.

Each section includes legislative and administrative policy recommendations and research questions specific to each of the priorities in the Shaping Futures Together: Early Childhood Research & Policy Agenda.

See the key below to guide your use of the PLAYBOOK.

Legislative Policy C hanges that can be made through law or statute.

28

Administrative Policy C hanges that can be made through rule making and federal guidance.

Shaping Futures Together: An Early Childhood Research & Policy Agenda

Research Questions R esearch to inform or evaluate policy.

Shaping Futures Together: An Early Childhood Research & Policy Agenda | THE PLAYBOOK

Healthy Births & Thriving Families PRIORITY

LEGISLATIVE POLICY

ADMINISTRATIVE POLICY

RESEARCH QUESTIONS

DOWNLOAD PDF

Ensure all families have access to paid family leave after the birth or adoption of a child.

Extend Family Medical Leave Act provisions to those employed less than one year and to employers with less than 50 employees, both which are current provisions in the proposed Job Protection Act of 2023

Include paid family leave in federal maternal health legislation What are the benefits of paid family leave for employers and states?

Make newborn support programs free for all families, with access to longer-term home visiting programs as needed/desired.

Make newborn support services reimbursable through Medicaid and/or medical insurance Embed Universal Newborn Support Systems (UNSS) into all introduced maternal health equity legislation Reauthorize and grow an array of federal funding sources (Family First Prevention Services Act, Medicaid and Maternal, Infant, Early Childhood Home Visiting [MIECHV] program) to support home visiting

Integrate UNSS information and entry points into both mother and baby health care visits Clarify how states can leverage other funding sources for UNSS and home visiting Ensure funding levels and guidance that allow states and programs to blend and braid federal funding sources for home visiting

Implement listening and learning opportunities that gather knowledge from families and home visitors to inform implementation of MIECHV and planning for reauthorization

How do we make UNSS free and available to all families, with access to home visiting as needed?

How do we grow political will for this?

What are the most effective and equitable measures for understanding when home visiting programs are needed? (continued on next page)

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Healthy Births & Thriving Families (continued)

Support communities in designing their own programs to support new parents and their infants and toddlers.

Expand funding and research opportunities for community-led home visiting models, adaptations and practices that promote continued innovation and centering of families’ needs

Support needs assessments in communities to identify existing programming and unmet needs Query community-led home visiting programs and models about funding and technical assistance that would allow them to better support their community

Support hiring and training of staff from within communities where services are being provided Which existing home visiting models best support cultural responsiveness?

What are best practices for community-designed home visiting programs?

Make it easier for families to have the financial resources they need to thrive.

Reinstate the Expanded Child Tax Credit Update methods for determining federal poverty guidelines Incentivize states to serve and streamline enrollment processes for all eligible families to access federal financial assistance and basic needs supports, while limiting state ability to restrict access

What barriers do parents and providers say are keeping them from achieving economic security?

What impacts did the Child Tax Credit have on parents and providers within Start Early’s network?

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

Shaping Futures Together: An Early Childhood Research & Policy Agenda | THE PLAYBOOK

Positive Early Learning & Development PRIORITY

LEGISLATIVE POLICY

ADMINISTRATIVE POLICY

RESEARCH QUESTIONS

DOWNLOAD PDF

Make child care free for most families and more affordable for ALL families.

Increase Child Care and Development Block Grant (CCDBG) annually by 10% and require states to: ª Establish payment rates, policies and procedures based on the true cost of care ª Ensure that co-payments are based on a sliding scale and no family pays more than 7% of household income on child care

ª Use quality funds to increase child care supply in historically marginalized and under-resourced communities How do you create a system that serves children in the program a family prefers and at a cost they can afford?

Make more families eligible for Early Head Start and Head Start programs.

Increase financial eligibility to include higher percentage of Federal Poverty Level (FPL) Implement three-year eligibility without annual income verification Implement geographic and group eligibility criteria (e.g., Native populations, foster care, kinship care, community/census tract)

Simplify and streamline the application and enrollment process, including coordinating enrollment with state preschool and child care subsidy programs

Expand automatic eligibility to families who qualify for the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) and/or the Child Care Development Fund (CCDF), including those experiencing temporary financial hardship

Promote interagency collaboration to ensure that home visitors, doulas and other trusted messengers are making referrals to Early Head Start and Head Start programs

From the perspective of families and staff, what are the facilitators and barriers that need to be removed to enroll more families in Early Head Start and Head Start programs?

What difference does the Early Head Start and Head Start two-generation approach make for family and child outcomes?

Make it easier for families to receive Early Intervention services that support children 0-3 with or at risk for developmental delays and disabilities.

Dramatically increase federal funding for Part C, with set-aside for wage enhancements Change funding formula to better reflect a state's relative share of young children living in poverty Incentivize serving of children at risk for delay, expansion of eligible medical diagnoses, and extending of services beyond age 3

(continued on next page)

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Positive Early Learning & Development (continued)

Provide additional guidance on flexibility of delivering services in natural environment Increase coordination and cross-training between home visiting, Early Intervention, and child care providers within communities

Provide guidance and training to health care providers, child welfare and human services, Early Intervention providers and families about automatic eligibility criteria

What is the parent/caregiver experience of their child being screened, identified, and potentially receiving specialized services in Early Head Start and Head Start programs? What adaptations can be made to these processes based on parent/caregiver feedback and perspective?

Make it easier for families from different cultures and with native languages other than English to participate in screenings and services for children with or at risk of developmental delays and disabilities.

Include cultural and linguistic responsiveness efforts in IDEA reauthorization Require states to collect and report data on demographics (e.g., race, ethnicity, languages spoken) of Early Intervention and Early Childhood Special Education (ECSE) workforce

Create guidelines, monitoring requirements and supports specific to language accessibility Add significant disproportionality indicator to states' IDEA Part C Annual Performance Report that captures inequitable access for some groups to IDEA Part C services

Allocate funds to states to develop and implement an action plan that identifies groups with less access to Early Intervention and ECSE, outlines actionable steps to increase access to services and includes necessary budget for advancement

How do we make it easier for families from different cultures and with native languages other than English to participate in screenings and access services?

Make it easier for children ages 0-5 with or at risk of developmental delays and disabilities to receive learning and care services in any early childhood setting.

Significantly increase federal funding for IDEA Part B (3-21 and 619) with minimum requirements for use in inclusive programs, including new discretionary funding to support inclusion in community-based early childhood settings

Identify Early Head Start and Head Start funding that is earmarked to serve children with disabilities and their families

Expand types of programs eligible to be reimbursed for provision of services through IDEA Part B (3-21 and 619)

Socialize a standard curriculum for implementation of the Inclusive Classroom Profile Provide guidance on Medicaid reimbursement and layering with other funding streams What are the most effective approaches for supporting community-based providers to be inclusive?

32

Shaping Futures Together: An Early Childhood Research & Policy Agenda

Shaping Futures Together: An Early Childhood Research & Policy Agenda | THE PLAYBOOK

Effective, Valued & Well-Compensated Workforce PRIORITY

LEGISLATIVE POLICY

ADMINISTRATIVE POLICY

RESEARCH QUESTIONS

DOWNLOAD PDF

Ensure a highly-skilled, well-compensated and supported workforce.

Expand federal funding for home visiting, Early Head Start and Head Start with specific set aside for compensation

Consider federal subsidization of early childhood workforce hourly rates, similar to the federal Work Study Program

Incentivize inclusion of early childhood practitioners within insurance plans and retirement pools and/or establish shared services/benefit purchasing mechanisms for early childhood practitioners

Provide guidance on using existing early childhood workforce funds to support home visiting workforce Create leadership pathways not solely based on degree attainment How do we increase workforce retention?

To what extent does higher compensation solve retention? ª Did Head Start’s move to raise staff qualifications help or hurt the early childhood system? Have Head Start class scores improved in line with credential mandates? Have wages kept pace with K-12 with increased credentialing?

To what extent have salary increases impacted Start Early early childhood education workforce retention rates? Are there differences in retention rates based on program type, location, staff tenure, educational level, race and ethnicity or language spoken?

What mechanisms have been used to secure funding for increased early childhood workforce salaries?

What policy-level conditions and strategies are most conducive to creating a pipeline, recruiting, hiring, compensating, retaining, and providing ongoing supports to a diverse (e.g., racially, ethnically, linguistically, sex) early childhood workforce?

Find ways to keep people working in early childhood and improve their skills.

Revamp staff qualification requirements in Head Start Act to align with competencies framework outlined in Power to the Profession

Expand teacher education loan repayment and forgiveness program and scholarships, including for the home visiting workforce

Expand apprenticeship programs to increase flow within the workforce pipeline Foster state and program efforts to improve workplace conditions including adequate facilities, healthy organizational climate and mental health supports

Provide free or low-cost trainings and resources to support professional development – including supporting early childhood education staff to stay and thrive in their current role

Promote state and program recognition of competencies, in addition to education and experience, in staff compensation and promotions

What does the early childhood education workforce say they actually need and want to help them stay in their current roles or advance their profession within the field?

ª What are the experiences of racism among the workforce in early childhood settings? What are the

associations between experiences of racism and stress and mental health outcomes for staff? What supports are most helpful to staff in navigating and addressing these experiences?

What are the most effective policies/mechanisms/strategies to grow a sustainable workforce pipeline of diverse, qualified staff for home visiting, early learning and care, Early Intervention and Early Childhood Special Education programs?

(continued on next page)

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Effective, Valued & Well-Compensated Workforce (continued)

Ensuring early childhood programs and staff are welcoming and supportive of families of all backgrounds, cultures and income levels.

Invest in a workforce pipeline through apprenticeships and training for diverse program staff for home visiting, Early Head Start, Head Start and other early childhood programs

Integrate language needs into the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) outcomes dashboard and other public reporting tools to better identify gaps in linguistically responsive services

Support recruitment and training of staff from within communities for home visiting services and Early Head Start and Head Start programming

Promote use of a broader array of research approaches and interaction measurement tools to ensure that services are responsive to a diverse array of families

How and to what extent are the strengths, assets and cultural wealth of racially marginalized individuals, families, and communities being identified, leveraged and effectively built upon by early childhood program leaders and staff to support programming and outcomes?

Ensure child care programs and staff are ready, willing and able to support children of all abilities and needs.

Enact federal regulations, including a clear definition of Least Restrictive Environment for children ages 3-5 Expand types of programs eligible to pay staff providing services through IDEA Part B Expand and dedicate a portion of IDEA Part D funds to recruit, train and retain a diverse workforce prepared to support young children with delays and/or disabilities

Increase federal scholarships, grants and pathways to student debt elimination for all Early Intervention and Early Childhood Special Education (ECSE) professionals

Incentivize enforcement of CCDF standards related to inclusion Expand access to streamlined and low-cost credentialing and training services for staff working with children with or at risk of developmental delays and disabilities

Provide supports to classroom teachers, such as coaching and job-embedded training, for working with children who are experiencing or who have experienced trauma

What culturally relevant and meaningful practices do early childhood leaders and staff use to effectively partner with and center the voices of families and community members to build shared governance, community linkages and school-community relationships within racially marginalized communities?

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

Shaping Futures Together: An Early Childhood Research & Policy Agenda | THE PLAYBOOK

Strong, Sustainable & Equitable Early Childhood Ecosystem PRIORITY

LEGISLATIVE POLICY

ADMINISTRATIVE POLICY

RESEARCH QUESTIONS

DOWNLOAD PDF

Make it easier for families with young children to qualify for and enroll in multiple programs at the same time.

Streamline eligibility requirements across early childhood and safety net programs Adopt utilization of centralized application to determine eligibility for various federal programs Create federal interagency early childhood collaborative with a specific focus on enrollment and eligibility Provide guidance on aligning different funding streams (e.g., Head Start, Early Head Start, Temporary Assistance for Needy Families (TANF), Medicaid) for more efficient state home visiting systems

Expand automatic HS/EHS eligibility to families who qualify for WIC and/or CCDF, including those experiencing temporary financial hardship

What supports help families access the programs and services they seek to receive? What contributes to existing and potential barriers to accessing such programs and services?

Make comprehensive changes to strengthen the child care industry instead of taking smaller steps to improve programs and systems.

Identify additional federal funding streams for child care within workforce development and business/ industry supports

Pilot federally-subsidized child care centers with minimal weekly co-pays, modeled after the Canadian system

Promote coordination of Head Start/Early Head Start and child care through lessons learned from Early Head Start – Child Care Partnerships (EHS-CCP)

Identify CCDBG reauthorization opportunities that states are not enacting What social/political conditions lead to large-scale policy change?

Increase parent involvement in governance of federal and state programs, in particular those supporting children with or at risk of developmental delays and disabilities.

Increase the role of parents within governance bodies and advisory boards specific to early childhood federal funding streams (HS/EHS, CCDF, SNAP/WIC)

Provide adequate dedicated funding to federal, state, and local early childhood governance bodies to equitably compensate provider and family representatives who serve

Require integration of parent voice into states’ home visiting service plans (continued on next page)

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Strong, Sustainable & Equitable Early Childhood Ecosystem (continued)

Increase statute requirement to minimum of 30% parents on State Interagency Coordinating Councils (SICC) and on Individuals with Disabilities Education Act (IDEA) Part B state advisory tables

Change rule to require states to have early childhood educators (both school & community-based) and at least one parent of a child aged 3-5 on State Special Education (SPED) Advisory Panels

Incentivize Local Interagency Coordinating Councils and help develop better community-informed policy and systems changes

Require State Education Agencies (SEAs) to ask all families receiving federally-funded early childhood services about their satisfaction with services, including where services were received and any bias experienced

Require states to offer program surveys (i.e. Part C family outcomes survey) in multiple formats (paper, online, text message) and in multiple languages

What policies and systems elements and characteristics act as facilitators or barriers to early childhood programs effectively providing programming to and partnering with racially marginalized families with young children?

Strengthen data collection systems for Early Childhood Special Education and Early Intervention.

Expand IDEA data collection to include preschool environments and Least Restrictive Environment, including where young children receive ECSE services, other early childhood programs utilized and family reasons for declining services

Require states to collect and report data on demographics of EI/ECSE workforce (race, ethnicity, languages spoken) and compensation

Require all Early Intervention and ECSE state data reported federally to be disaggregated by race, ethnicity, income level, English learner status, child welfare status and homelessness

Expand data collection to include disciplinary data disaggregated by demographic group Make it easier for parents to understand and exercise their rights in supporting their children with identified delays and/or disabilities.

Increase funding for Parent Training & Information (PTI) centers, requiring each PTI to have at least one dedicated staff member focused on supporting families with children birth to age 5

Provide training for early childhood community, including family child care providers, to support families through the eligibility and evaluation process

What is the parent/caregiver experience of their child being screened, identified and potentially receiving an IEP/IFSP or specialized services in Early Head Start and Head Start programs?

What adaptations can be made to these processes based on parent/caregiver feedback and perspective?

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Shaping Futures Together: An Early Childhood Research & Policy Agenda

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