Source: W. Steven Barnett, Allison H. Friedman-Krauss, G.G. Weisenfeld, Michelle Horowitz, Richard Kasmin, James H. Squires, National Institute for Early Education Research, 2017
From the summary:
The State of Preschool 2016 is the latest edition of our annual yearbook report profiling state-funded prekindergarten programs in the United States. NIEER’s State Preschool Yearbook is the only national report on state-funded preschool programs with detailed information on enrollment, funding, teacher qualifications, and other policies related to quality, such as the presence of a qualified teacher and assistant, small class size, and low teacher-to-student ratio.
This Yearbook presents data on state-funded preschool during the 2015-2016 school year and documents more than a decade of change in state preschool since the first Yearbook collected data on the 2001-2002 school year. The 2016 Yearbook profiles state-funded preschool programs in 43 states, plus Guam and the District of Columbia and provides narrative information on early education efforts in states and the U.S. territories that do not provide state-funded preschool.
Nationwide, state-funded preschool program enrollment reached an all-time high, serving nearly 1.5 million children, 32 percent of 4-year-olds and 5 percent of 3-year-olds. State funding for preschool rose 8 percent to about $7.4 billion, a $564 million increase. State funding per child increased to $4,976, exceeding pre-recession levels for the first time. Six state funded preschool programs met all 10 current quality standards benchmarks. Nine states had programs that met fewer than half; and seven states do not fund preschool at all.
Current benchmarks were designed to help states build programs, focusing on resources and policies related to the structural aspects of public preschool—elements needed for a high-quality program but not fully defining one. This year, NIEER is introducing major revisions to the policy benchmarks for the first time since the Yearbook was launched. The new benchmarks raise the bar by focusing on policies that more directly support continuous improvement of classroom quality. State profiles in the 2016 Yearbook include both current and new benchmark scores…..
Source: J.B. Wogan, Governing, May 9, 2017
In recent years, a handful of states have missed out on millions in federal subsidies for child care.
Source: National Conference of State Legislatures, April 28, 2017
NCSL surveyed 50 state legislative fiscal offices on their FY 2015, FY 2016 and FY 2017 state appropriations for various early care and education programs—child care, prekindergarten, home visiting and other related programs. Early Care and Education Budget Actions FY 2017 provides a snapshot of state funding investments from 36 states that responded to the survey in these areas. Click on each of the tabs to see specific changes to appropriations for child care, prekindergarten, home visiting and other early childhood programs that occurred from FY 2016 to FY 2017….
Source: Beth Mattingly, Christopher T. Wimer, University of New Hampshire, Carsey School of Public Policy, National Fact Sheet no. 36, Spring 2017
From the summary:
How often are low-income families pushed into poverty by their child care expenses? In this fact sheet, we use the Supplemental Poverty Measure (SPM) to assess the extent to which child care expenses are pushing families with young children into poverty.
Nearly one-third (30.4 percent) of families with young children are poor. To fall under the SPM poverty line means that a family’s income would be less than $26,000 a year on average, with variations by family composition and geographic location. Among poor families with young children, 12.3 percent incur child care expenses according to our analyses of the SPM. For families earning this little income, child care expense can be a burden. Of those who pay for child care, nearly one in ten (9.4 percent) are poor (Figure 1). Roughly one third of these poor families are pushed into poverty by child care expenses. This represents an estimated 207,000 families.
Among families with young children who pay for child care, those with three or more children, those headed by a single parent, those with black or Hispanic household heads, and those headed by someone with less than a high school degree or by someone who does not work full time are most often pushed into poverty by child care expenses. Notably, these are also the families that tend to have the highest rates of poverty.
• One third of poor families who pay for child care for their young children are pushed into poverty by their child care expenses.
• Families most often pushed into poverty by child care expenses include households with three or more children, those headed by a single parent, those with a black or Hispanic head of household, and those headed by someone with less than a high school degree or by someone who does not work full time.
Source: Chris M. Herbst, Journal of Labor Economics, Vol. 35 no. 2, April 2017
From the abstract:
This paper analyzes the US Lanham Act of 1940, a heavily subsidized and universal child care program administered during World War II. I first estimate its impact on maternal employment using a triple-differences model. I find that employment increased substantially following the introduction of the program. I then study children’s long-run labor market outcomes. Using Census data from 1970 to 1990, I assess well-being in a life-cycle framework by tracking cohorts of treated individuals throughout their prime working years. Results from difference-in-differences models suggest the program had persistent positive effects, with the largest benefits accruing to the most economically disadvantaged adults.
Source: Ashley A. Smith, Inside Higher Ed, April 11, 2017
A changing economy and professionalization is driving an increase in education requirements for child-care workers, but there are concerns about mandating higher degrees for a field that traditionally doesn’t pay well.
Source: Michael J. Kottelenberg, Steven F. Lehrer, Journal of Labor Economics, Ahead of Print, March 30, 2017
From the abstract:
We provide evidence on the distributional effects of Quebec’s universal child care policy. Our analysis uncovers substantial policy relevant heterogeneity in the estimated effect of access to subsidized child care across two developmental score distributions for children from two-parent families. Whereas past research reported findings of negative effects on mothers and children from these families, igniting controversy, our estimates reveal a more nuanced image that formal child care can indeed boost developmental outcomes for children from some households: particularly disadvantaged single-parent households. We present suggestive evidence that the heterogeneity in policy effects is consistent with differences in home learning environments.
Source: Mattie Quinn, Governing, February 2017
The states and cities expanding early education have wrestled with the question of what qualifies as “universal.”
Source: American Institutes for Research, Issue Brief, October 2016
From the summary:
In Europe, rich and poor kids alike are enrolling in early care and preschool programs in large numbers. These accomplishments offer us insights for our collective efforts to strengthen early education in the U.S….
Source: United States Government Accountability Office, GAO-17-60, December 2016
From the summary:
According to GAO’s analysis of nationwide data for an average month in 2011-2012 approximately 8.6 million children under age 13 were estimated to be eligible for subsidies under the Child Care and Development Fund (CCDF) program based on policies in their states, and about 1.5 million received them. When compared with all eligible children, those receiving subsidies tended to be younger (under age 5) and poorer (in families below federal poverty guidelines). (See figure.) Some state-by-state variations existed in these and in other characteristics GAO analyzed, such as race, when comparing children eligible for and receiving subsidies.