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The expansion of early childhood education (ECE) and increased spending have benefited children and supported families. However, these investments have not addressed inequities within the ECE workforce. ECE providers face economic insecurity, earning an average of $14 per hour, which is below a living wage. In rural communities, this median wage drops to $11.42, and in Tennessee, it is even lower at under $10 per hour. Women of color, especially in rural areas, are disproportionately affected by poor compensation and benefits. To address these issues, this project partners with an organization called Tennessee Early Childhood Training Alliance (TECTA) to understand the experiences of ECE providers in an effort to raise awareness of: (1) the benefits of the TECTA program and the resources they provide; (2) the key challenges and barriers they navigate on the pathway to their education; and (3) the need for program expansion to enable opportunities for social and economic mobility. This study underscores the need for systemic changes to support ECE providers, particularly in rural areas and other marginalized communities. By addressing economic insecurity, professional recognition, training disparities, and policy inconsistencies, we can create a more equitable and effective ECE workforce.

In the concept of early childhood education and care (ECEC), certain foundational principles stand out as vital and of paramount importance for ensuring ideal child development through different stages during the age of 1-5 years. While rooted in extensive research and best practices, the following five principles serve as guiding lights for educators, policymakers, and stakeholders. This discourse delves into five such key principles, each of which holds significant implications for the holistic development of young learners.

The Shaping Futures Together agenda highlights policies and investments that families and practitioners say will ensure all children thrive. This playbook provides recommended policy and research strategies that Start Early believes will help to realize those priorities. Each section includes legislative and administrative policy recommendations and research questions specific to each of the following priorities: (1) healthy births & thriving families; (2) positive early learning & development; (3) effective, valued & well-compensated workforce; and (4) strong, sustainable & equitable early childhood ecosystem.

Early childhood educators play an essential role in providing child care for families and learning and development supports for young children, yet they have long faced challenges due to low wages. Recognizing this, the District of Columbia (DC) introduced the Early Childhood Pay Equity Fund in 2022. This first-of-its-kind initiative aims to bridge the pay gap between early educators and teachers at public schools, addressing historical inequities and improving recruitment and retention efforts. This report provides an in-depth exploration of early educators' experiences with the Pay Equity Fund during its initial year of implementation. Drawing on data from surveys conducted in May 2023 and follow-up focus groups, the report offers insights into the transition from direct payments to an opt-in payment structure by employers in FY 2024. It covers educators' introduction to the Fund, their application and payment experiences, financial impacts, and perceived benefits for child care programs and the broader early childhood education field.

Evidence shows that children's early years are a crucial time for their development. Well-designed early childhood education (ECE) experiences can foster meaningful gains in school readiness, as well as long-term benefits such as lower rates of special education placement and higher graduation rates. The quality of early education is highly dependent on sufficient preparation and support for early educators to meet the needs of diverse young learners. Research has identified high-quality coaching as an effective professional learning practice for supporting educators in the implementation of evidence-based practices. According to the research, effective coaching relies on a strong partnership between coaches and educators; reflection and individualized feedback; focused observations; intentional coaching plans to guide sessions; and job-embedded learning opportunities for active learning. Well-qualified coaches with knowledge of specific coaching models and practices, general coaching and consultation skills, and knowledge of early childhood development and teaching are critical as well. This report examines five early childhood coaching systems--two state systems (Alabama and Washington) and three California county systems (El Dorado, Fresno, and San Diego)--that have developed systemic coaching approaches. The researchers studied these coaching systems to understand the different ways that comprehensive coaching systems can be implemented at scale, the types of coaching approaches used, and the supports offered. Although there is no singular strategy to scale effective coaching, this research provides insights for policymakers and program administrators seeking to incorporate coaching into their efforts to improve the quality of early childhood education.

Our look at the well-being of California's early educators points to the need to consider work environments in early care and education (ECE) policy development. The learning environments of young children are also the work environments of the ECE workforce. Supportive and safe work environments that foster a respectful workplace climate can enhance educators' practice, professional esteem, and job satisfaction. This is the second of three reports, drawn from our statewide survey of nearly 1,800 early educators. Our findings show that: (1) Though the majority of early educators find satisfaction and reward from their work with children, many feel their work is not respected; (2) Despite their dedication to their profession, many educators encounter inadequate work environments: more than two thirds of center teachers are given duties no one else wants, and nearly a tenth have been the target of racial slurs at work; and (3) Working with children with challenging behaviors, finding planning time and spending time with individual children are common classroom challenges.

Our national survey of the early intervention (EI) and early childhood special education (ECSE) workforce highlights key strengths and concerns. Workers find their roles rewarding, appreciate making a difference for children and families, and are well-qualified, with most holding at least a bachelor's degree. However, the workforce lacks diversity, which may not reflect the children served, and nearly all workers are female, while more boys receive EI and ECSE services. High-stress levels, large caseloads, inadequate support, and poor compensation are significant issues. Addressing these challenges through better training, support, and innovative solutions is essential to retain and attract qualified professionals, ensuring children and families receive the necessary services without delays. [Funding for this report was provided by Early Childhood Personnel Center at the University of Connecticut.]

A recently launched professional development initiative in Arkansas, called Array, is designed to proactively identify early care and education (ECE) programs that could benefit from social-emotional-focused (SE-focused) professional development and support, and to offer assistance tailored to a program's particular needs. Because Array is designed to initiate contact with ECE programs, it has the potential to intervene early and prevent serious escalations of teachers' frustration in response to children's challenging behavior. This report examines results from case studies in three ECE programs that participated in Array between June and December 2022. The results focus on unique features of Array, how it operates, reported benefits to programs, and recommendations for continued improvement.

High-quality, stable child care and early education (CCEE) can have lasting, positive impacts on children. However, there are ongoing challenges in recruiting, supporting, and retaining a qualified, stable CCEE workforce that provides high-quality care. CCEE educators typically have low levels of compensation; limited opportunities for education, training, and professional development; inconsistent working conditions; and high levels of stress and burnout. There are also high rates of job turnover, which can diminish the quality of care by straining remaining educators. The COVID-19 pandemic has exacerbated these issues. While several states and localities are taking steps to build and stabilize their CCEE workforce, important questions remain about how to best strengthen the workforce to meet the needs of children and families, particularly those who experience poverty or who are racially, ethnically, and linguistically diverse. The "Building and Sustaining the Child Care and Early Education Workforce" (BASE) project team completed a literature review and an environmental scan that were designed to identify and document existing knowledge about the CCEE workforce and develop strategies to strengthen it. The literature review synthesized research on factors that shape CCEE workforce dynamics, defined here as how educators enter, advance in, and exit out of different roles, settings, and types of care. The literature review predominantly focused on studies conducted between 2017 and 2021 and examined the effectiveness of strategies that were implemented to build a sustained, qualified workforce. The environmental scan identified and reviewed the range of strategies currently being used across the country to build, advance, and sustain the CCEE workforce. The team also completed a data scan that assessed the strengths and weaknesses of several potential data sources that could be used to examine workforce dynamics and address key gaps in existing research.

High-quality, stable child care and early education (CCEE) can have lasting, positive impacts on children. However, the challenges of recruiting, strengthening, and retaining the CCEE workforce are well documented. CCEE educators typically have low levels of formal education and compensation; limited opportunities for education, training, and professional development; inconsistent working conditions; and high levels of stress and burnout. Additionally, the CCEE sector is well known for high turnover rates, which can strain remaining educators and decrease the quality of care they offer. Turnover can also lead to diminishing returns on an organization's professional development investments. The COVID-19 pandemic has exacerbated these issues. The Building and Sustaining the Child Care and Early Education Workforce (BASE) project conducted an environmental scan and a literature review to identify and document existing knowledge about the CCEE workforce and strategies to strengthen it. One of the main themes identified from this effort was a need for more and better data on the workforce dynamics of CCEE educators. In particular, data are needed on who enters, advances in, stays in, and exits different roles, settings, and types of CCEE care or leaves the field altogether--as well as when, how, and why they do. This information is important for understanding workforce dynamics and informing the development, evaluation, and improvement of strategies that effectively build and sustain a qualified and stable CCEE workforce. For this reason, the BASE project team conducted a data scan to summarize the landscape of existing data sources that may address these gaps and identify areas where future data collection may be most useful. This brief summarizes the findings from the data scan.

The challenges of recruiting, strengthening, and retaining the child care and early education (CCEE) workforce are well documented. Members of the CCEE workforce typically have low levels of formal education and compensation; limited opportunities for education, training, and professional development; inconsistent working conditions; and high levels of stress and burnout. The Building and Sustaining the Child Care and Early Education Workforce (BASE) project conducted an environmental scan to identify and review strategies that are currently being implemented across the country to build, advance, and sustain the CCEE workforce in the face of these challenges. In particular, the research team sought to understand the context in which these strategies are implemented and how that might influence their operation. The team also examined how strategies reach or are tailored to prospective and current CCEE educators. This brief summarizes important themes that emerged from the environmental scan, which was conducted between March 2021 and January 2022. The conclusions presented draw from a combination of activities, including a review of the literature, assessment of recommended sources and materials submitted in response to an open call for information, as well as interviews with key informants from the agencies responsible for putting strategies into place. [This report was written with Lisa Rau.]

This snapshot provides updated findings about parents' child care and early education (CCEE) search and decision-making using the 2019 National Survey of Early Care and Education (NSECE) Household (HH) Survey. We present findings on (1) the prevalence of CCEE searches among household respondents, usually parents, that reported on children under age 6, (2) the reasons for CCEE searches, (3) the rate at which parents changed their care arrangement following a search, and (4) the reasons why parents ultimately did not change their care. We tested differences in CCEE search and decision-making by household income, child age, and, where sample sizes allowed, the race and ethnicity of the selected child. To better examine CCEE decisions within the contexts of current research, we utilize a multi-dimensional definition of CCEE access offered by the Access Guidebook to categorize parents' reasons for looking for CCEE and reasons for not changing their care arrangement. This definition identifies equitable CCEE access as a process that requires only reasonable effort for households to find CCEE that is affordable, supports child development, and meets parents' needs. Importantly, no one dimension is a more preferred or valuable reason for engaging in a CCEE search than any other; comparisons are examined to better understand the reasons why parents seek CCEE and how supports and services might be better tailored to meet their needs.

Despite the crucial role early educators play in young children's development, the field has always struggled with poor compensation and inadequate support (McLean et al., 2021). The persistent undervaluation of the ECE sector and the labor provided by the nearly all-female workforce can be traced back to its racist roots, when enslaved Black women were forced to care for White children (Center for the Study of Child Care Employment, 2022a; Lloyd et al., 2021). This report shows how racism continues to affect the ECE workforce. Racial disparities take many forms, from inequities in racial and ethnic representation across provider types and job roles to disparities in compensation. Black and Latina educators, for example, routinely experience lower wages than their peers. Asian and Black educators tend to hold higher levels of educational degrees compared to other groups, but their credentials do not necessarily lead to job advancement or higher pay. Systemic racism is most often understood as a form of racism that is "pervasively and deeply embedded in systems, laws, written or unwritten policies, and entrenched practices and beliefs that produce, condone, and perpetuate widespread unfair treatment and oppression of people of color" (Braveman et al., 2022, p. 171). Yet, systemic racism also fosters an absence of systems or processes that provide recourse for discrimination or protection from inequities. A transformed system could begin to repair the current injustices. (1) For example, if early care and education were treated as a public good, programs would be funded to reflect the true cost of care; (2) A salary scale driven by a combination of years of experience and education would reduce the vast pay gaps, especially between Black educators and their peers of other races and ethnicities with similar education and experience; (3) Professional pathway programs and mentorship initiatives could be designed specifically to expand access to leadership roles for underrepresented communities. Efforts like apprenticeships, degree-completion programs, and fellowships have proven incredibly successful (Copeman Petig et al., 2019; Kipnis et al., 2012; Smith et al., 2023). However, such opportunities are not built into ECE systems, but are often pilots, demonstration projects, or very limited in reach (Malone et al., 2021); and (3) Data to pinpoint disparities could track how or if they are reduced over time. North Carolina, for example, routinely funds robust data collection, but it is unclear if and how identified disparities are acted on (Child Care Services Association, 2020). [Additional funding for this report was provided by the Blue Shield of California Foundation.]

Understanding the best ways to support the well-being of the child care and early education (CCEE) workforce is important for states and CCEE programs. CCEE teachers and caregivers have demanding jobs and receive low compensation for their work--a combination that often negatively affects their well-being. Research has linked CCEE workforce well-being to several important outcomes, including staff turnover, responsiveness to children's needs, and collaborations with families. CCEE teachers and caregivers also have roles outside of their profession, and deserve to be well for themselves and their families. Research on CCEE teacher and caregiver well-being points to the effects they can experience personally, including high levels of stress, low access to food, unstable housing, and putting off medical care because of cost. Historically, research on CCEE workforce well-being has primarily focused on poor mental health (specifically depressive symptoms) and its link to responsive caregiving. This research has focused on disparities in well-being among different types of teachers and caregivers, as well as disparities between the CCEE workforce and other sectors. Only in the past decade have researchers focused on a more holistic definition of well-being, on ways to improve well-being, and on tailored strategies that may be needed to improve CCEE workforce well-being across different types of settings. This brief describes the various aspects of well-being that have been discussed in recent research and some examples of interventions or initiatives that promote CCEE workforce well-being. [This report was was produced through the Child Care and Early Education Research and Policy Analysis (CCEEPRA) project.]

In 2022, the Boston Opportunity Agenda, the Birth to Eight Collaborative and the City of Boston's Office of Early Childhood partnered in the development of this survey of hundreds of early education professionals in the city of Boston, and then expanded its reach to total more than 600 respondents across the state. In it, educators and administrators shared their demographics and educational background, as well as elements of their work experience, wages, and more. Taken together, the data portray a diverse workforce of dedicated professionals who also must manage low wages and long hours in a system that seeks to attract thousands of new workers to replace retiring workers and meet the need for more available early education seats.

Expulsion and suspension (or exclusionary discipline) in early care and education (ECE) are widely recognized as harmful to children. Numerous states have developed expulsion and suspension prevention policies through legislation or administrative rules. However, there is limited research on the implementation of state policies designed to reduce exclusionary discipline and on ECE providers' use of program supports that could help reduce exclusionary discipline practices. In this report, we use survey data to investigate Arkansas ECE program leaders' and teachers' understanding of the state's expulsion prevention policy, their use of suspension and expulsion and their participation in professional development (PD) and other supports to meet the needs of children with challenging behavior. We also explore how teachers' attributions of the reasons for challenging behavior predict their use of the available PD and supports. Key findings include: (1) Publicly funded programs in Arkansas (which are subject to state policy) engaged in exclusionary discipline at lower rates than non-publicly funded programs, despite reporting a higher percentage of children with challenging behavior; (2) Many Arkansas ECE program leaders were aware of the state's expulsion prevention policy, but fewer demonstrated a strong understanding of the requirements; (3) More than three quarters of Arkansas ECE teachers reported receiving some form of PD or training on topics such as encouraging positive teacher-child interactions, promoting children's positive behavior and helping children develop skills like managing their emotions; and (4) The use of exclusionary discipline practices was related to teachers' views of families as a reason for children's challenging behavior. At the end of the report, we offer recommendations based on these findings.

Families commonly make decisions about child care and early education (CCEE). CCEE supports children's learning and parents' work and education. Families may use CCEE in a child care center, home, or school setting. They may use a licensed program or relatives, friends, or neighbors to provide care. To support families who are looking for CCEE, the federal government provides funding to states, territories, and Tribes through the Child Care and Development Fund (CCDF) to design and implement consumer education activities. These activities are designed to help parents more easily access information about CCEE and available providers in their area, so they can make more informed decisions. In response to policy actions, researchers have examined questions related to how parents search for and select CCEE. This literature review report summarizes findings across recent publications. This literature review report was developed as part of the Consumer Education and Parental Choice in Early Care and Education project. This report summarizes research published from 2012 to 2021 on how parents look for and select CCEE. The report identifies key findings and areas for future research.

Early childhood education (ECE) is becoming a global policy priority, especially in the Pacific Island Countries and Territories (PICTs) where there is commitment to invest in the youngest learners. Building on system-level mappings in 2015 and 2017, this report delves into the status of ECE systems in the Pacific region as of 2022. Based on a comprehensive desk review and primary data collection involving ECE focal points from the ministries of education across the 15 PICTs, this research report highlights key strengths, gaps, and opportunities for enhancing ECE service delivery. Explore the findings and recommendations to see how these insights can inform advancements in early childhood education systems in the region.

To develop a deeper understanding of who Child Care and Early Education (CCEE) educators are--and what influences impact the entry, retention, turnover, and advancement (that is, the workforce dynamics) in this industry--the Building and Sustaining the Child Care and Early Education Workforce (BASE) research team identified and documented existing literature about the CCEE workforce and strategies that are intended to strengthen it. The team conducted a literature review (among several other research activities) to identify, review, and synthesize relevant literature and the evidence base on both multilevel influences that may shape CCEE workforce dynamics and the effectiveness of strategies that aim to build a sustained, qualified CCEE workforce. The team also conducted an environmental scan--a review to identify strategies currently being implemented to build, advance, and sustain the CCEE workforce. This annotated bibliography contains a comprehensive list of the publications that were formally included in the literature review to provide researchers, practitioners, and policymakers with a quick guide to understanding the recent research landscape of the CCEE workforce. This annotated bibliography details the methods that were used to review the published literature and summarizes elements of the publications.

Child care and early education (CCEE) are essential resources for families and children across the country. Yet qualified educators are choosing to leave their positions, and young professionals are choosing not to enter the field. This instability has been a long-lasting issue and is thought to be driven largely by structural and systemic forces that shape the everyday experiences of the CCEE workforce. These issues have been exacerbated by the COVID-19 pandemic. This report lays out a conceptual framework to serve as a guide for researchers, policymakers, and administrators who are conducting research on the CCEE workforce and who are designing and implementing strategies to improve entry, retention, turnover, and advancement of the workforce. This report is also intended to inform how the field can work to build and sustain this critical workforce. The conceptual framework consists of three main components that are intended to provide a clear understanding of factors that can disrupt the stability of the CCEE workforce pipeline. By articulating the main components, the conceptual framework encourages researchers, policymakers, and administrators to consider a range of multilevel influences on workforce dynamics when designing strategies and when evaluating whether strategies are working as intended. This framework also aims to underscore that the individuals who make up the workforce--many of whom have been marginalized due to race, ethnicity, social class, and gender--interact with broader social, political, and cultural contexts that shape economic and educational policies, structures, and opportunities.

Despite increased attention to racial disparities in health, wellbeing, and academic outcomes--especially for Black, Latine, and Native American children and children from low-income households--little progress has been made in identifying the root causes of those disparities and, more importantly, identifying equitable policies and strategies to mitigate centuries of oppression and systemic inequities. There is a need to ensure that policies are developed with a racial equity and economic justice lens to activate and support transformation during children's early years, especially for those populations that have been historically marginalized and underrepresented. For this report, researchers conducted a landscape analyses and engaged with grassroots and grasstops early education partners to identify policies and strategies that show effect or promise in mitigating racial and economic disparities in early care and education (ECE). The research also focused on how policies can be more effectively enacted and implemented to advance equity. Its findings are presented in three core sections: (1) Child Opportunity Index (COI); (2) Disproportionality Analyses; and (3) Voices from the ECE Field. [The report was funded by the Blue Cross Blue Shield of North Carolina Foundation.]

Research shows that socioeconomically, racially, and ethnically integrated schools can have important benefits for student learning. While much research has focused on the benefits of integrated K-12 settings, emerging evidence indicates that the benefit of school- and classroom-level diversity may also be significant in early childhood education (ECE). Despite the positive influence of integrated settings, most ECE programs are remarkably segregated, driven by patterns of residential segregation and by policies that govern access to programs. This report explores five policy strategies that foster integration rather than segregation: (1) Establish universal ECE programs where age is the only requirement, so that family income does not determine where a child can enroll; (2) Braid public funding or combine funding streams from various sources to enable children from different socioeconomic backgrounds to learn in the same classroom; (3) Allow tuition-paying families to enroll in public programs while reserving seats for families with low incomes; (4) Attract families across neighborhoods or district boundaries; and (5) Create two-way dual language immersion programs (programs that offer instruction in two languages). These strategies can be bolstered by collecting enrollment data--disaggregated by race, ethnicity, language, and socioeconomic status--to help state and local leaders understand the extent to which children are learning in diverse classrooms. Examples are provided of how cities and school districts across the country are implementing each strategy and navigating common challenges. The strategies examined highlight ways policymakers can create enabling conditions for children from different socioeconomic, racial, and ethnic backgrounds to learn together.

Leadership is important for quality improvement in center-based early care and education (ECE) settings that serve children birth to five. However, little is known about who leaders are, what leaders do, and how leadership influences quality outcomes in center-based ECE settings. Leadership can be defined by the range of staff who participate in decision-making and quality improvement and the actions they take as leaders. The Early Care and Education Leadership Study (ExCELS), funded by the Office of Planning, Research, and Evaluation (OPRE) in the Administration for Children and Families, has three goals: (1) fill the gaps in definitions and measurement to understand how effective leadership can improve the quality of experiences for children ages birth to five in center-based ECE settings, (2) develop a measure of ECE leadership, and (3) identify actionable leadership development initiatives and methods of evaluating them. This snapshot presents the ExCELS theory of change to show what ECE leadership looks like as well as the influences on and the influences of ECE leadership.

The Individuals with Disabilities Education Act (IDEA, P.L. 108-446) is primarily thought of as the nation's special education law, and Part B, which focuses on providing special education and related services to children with disabilities between the ages of 3 and 21 years old, is the largest part of the IDEA both in terms of populations served and funding level. However, the IDEA covers more than special education. Part C, the focus of this report, authorizes state grants for programs serving infants and toddlers with disabilities. Part C extends IDEA programs to infants and toddlers with disabilities from birth to their third birthdays, when children become eligible for services under Part B of the IDEA. Congress recognizes "the significant brain development that occurs during a child's first 3 years of life," as a reason Part C of the IDEA is needed, and specifies Part C's intent to "enhance the capacity of State and local agencies and service providers to identify, evaluate, and meet the needs of all children, particularly minority, low-income, inner city, and rural children, and infants and toddlers in foster care."

In 2023, Wilder Research in St. Paul contracted with the Minnesota departments of Education (MDE) and Human Services (DHS) in partnership with the Minnesota Children's Cabinet to conduct an Early Care and Education (ECE) Workforce Survey. The purpose of the study is to describe characteristics of the ECE workforce, assess educators' economic well-being, and describe their motivations for participating in training and professional development opportunities. The study included a survey of and focus groups with early childhood educators. For the purposes of this study, the authors defined "early childhood educator" as those who care for children professionally, regardless of their title. This study includes early childhood care and education professionals in the following types of programs: (1) Licensed family child care providers; (2) Licensed child care centers; (3) School-based early childhood programs, including public preschool/prekindergarten programs, Early Childhood Family Education, and Early Childhood Special Education; (4) Head Start and Early Head Start programs; and (5) License-exempt child care programs, both certified and uncertified, that serve preschool age.

Early care and education (ECE) programs are central to a thriving community: they support the well-being of children as well as their families. In Contra Costa County, approximately 260 child care centers serve children from birth through age five, along with 765 family child care providers operating in their own homes. These nurturing and vibrant learning environments reflect the ECE workforce, a highly skilled yet undervalued professional group of nearly 4,000 individuals. Building on the "California Early Care and Education Workforce Study," this report provides a snapshot of the state of the licensed ECE workforce in Contra Costa County. Chapter 1 offers a profile of its core members: family child care providers and center-based educators (directors, teachers, and assistants). Chapter 2 describes the state of educator well-being, and Chapter 3 explores stability for center- and home-based programs and for professionals in the field. [This report was funded by First 5 Contra Costa, the Contra Costa County Office of Education/Local Planning Council, the Contra Costa County Employment Human Services Department's Community Services Bureau, and CoCoKids.]