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A rundown gross motor room.  Photo: Children's Investment Fund

A rundown gross motor room. Photo: Children’s Investment Fund

In 2011, a report from the Children’s Investment Fund (CIF) revealed the substandard conditions of some early childhood and out-of-school time buildings and facilities in Massachusetts.

One photograph in the report shows a big hole in the ceiling with dirty pink insulation hanging out. In another photograph a leaky toilet stands on a badly stained concrete floor.  A third photo shows children playing in an empty parking lot.

We wrote about the report — “Building an Infrastructure for Quality: An Inventory of Early Childhood and Out-of-School time Facilities in Massachusetts” – in a blog entry posted here.

According to Marty Cowden, CIF’s associate program manager, one repeated reaction to the report’s worst findings has been “Oh my goodness, I’d never send my child to a place like that.”

For early education and out-of-school time providers the economic reality can be painful. “The poor condition of the facilities is a resource issue, not the result of providers’ lack of understanding or concern. Providers that serve our highest-need children are squeezed financially – subsidy rates and parent fees don’t cover their operating costs, so they have no cash reserves to renovate or build space that truly supports children’s healthy development and learning,” according to Mav Pardee, CIF’s program manager.

Fortunately, there will be State House action on this issue. Hearings will be held tomorrow on bills that would invest as much as $45 million over five years in bond funding for loans or grants to improve these spaces.

What the Report Found

Researchers examined conditions in 130 licensed sites in Massachusetts, including 73 early education settings and 57 out-of-school-time sites.  They were located in a range of settings from community centers and former schools to religious settings and buildings that are entirely dedicated to serving children. Some programs owned spaces, others leased.  An executive summary is available here.   To download the full report register here.

The relatively good news in the report is that nearly all sites met:

-  80 percent of 76 regulatory standards

- 50 percent of 60 professional standards

- 50 percent of 132 best practice standards.

The bad news is that the report found an array of problems including building code violations, bad indoor air quality, inadequate heating and cooling systems, entrapment hazards in play equipment, and inadequate plays spaces.  A finding of particular concern is that only one program site was fully accessible to children with special needs; and that site had been built a year before the site inventory was conducted. Other buildings had been granted waivers.

The challenge is clear, according to a policy paper on facilities released by the National Institute for Early Education Research (NIEER). States “need to simultaneously address two policy goals: building the supply of facilities and making sure these spaces are designed to support programmatic quality.”

Bills in the State House

Working with the United Way of Massachusetts Bay and Merrimack Valley and the Citizens’ Housing and Planning Association, CIF supports three bills with similar language that are pending in the State House.  A fact sheet is available here.  The three bills are:

An Act Financing the Production and Preservation of Housing for Low and Moderate Income Residents that was filed by Representative Kevin G. Honan (D-Brighton) and Senator James B. Eldridge (D-Acton). This is a housing bond bill that would also set up an “Early Education and Out of School Time Capital Fund” to make grants or loans to eligible programs so they could buy, design, build, repair, renovate or rehab a facility. The bill passed in the House on June 5, and it will be heard on Thursday afternoon in a hearing held by the Senate Committee on Bonding, Capital Expenditures and State Assets.  CIF’s Mav Pardee, program will testify at the hearing along with Vanessa Calderón-Rosado, CEO of Inquilinos Boricuas en Acción, a community-building agency, and Sheri Adlin from South Shore Stars, which provides early education and youth programs.

At this hearing, Pardee plans to point out that high-quality facilities:

- benefit children

- help create healthy, vibrant neighborhoods

- provide high-quality options for working parents

- and help close the achievement gap

In the House, Representative Jeffrey Sanchez (D-Jamaica Plain) filed an Act Relative to Early Education & Out of School Time Capital Fund. It would allot $45 million to create a capital fund to finance grants and loans. It will be heard by the Joint Committee on Education on Thursday morning.  CIF plans to submit written testimony. Strategies for Children will also be testifying in support of this bill and the housing bond bill.

 In the Senate, an Act Establishing an Early Education and Out-of-School Time Capital Fund, filed by Senator Sal N. DiDomenico (D-Everett), would also create a $45 million “Early Education and Out of School Time Capital Fund” to provide loans or grants. This bill has already had a hearing.

Advocacy Opportunities

Massachusetts residents, please contact the Joint Committee on Education and the Senate Committee on Bonding, Capital Expenditures and State Assets to let legislators know that you support bond funding to finance better early education and out-of-school time spaces.

Photo: Alessandra Hartkopf for Strategies for Children

Photo: Alessandra Hartkopf for Strategies for Children

Summer Learning Day is this Friday, June 21. It’s a national advocacy day that’s meant to “spread awareness about the importance of summer learning for our nation’s youth,” according to the National Summer Learning Association, which is promoting the day on its website as a way to help close the achievement gap.

Summer is famous for its hours of free time — and infamous for being a time when children experience a “summer slide” with their learning.

According to research findings shared on the association’s Know the Facts webpage, “All young people experience learning losses when they do not engage in educational activities during the summer.” In addition: “Most students lose about two months of grade level equivalency in mathematical computation skills over the summer months. Low-income students also lose more than two months in reading achievement, despite the fact that their middle-class peers make slight gains.” And “more than half of the achievement gap between lower- and higher-income youth can be explained by unequal access to summer learning opportunities.”

The good news is that there is a great deal that parents, summer program directors and community leaders can do to help children retain what they’ve learned during the school year and make educational progress over the summer. Continue Reading »

Photo: Alessandra Hartkopf for Strategies for Children

Photo: Alessandra Hartkopf for Strategies for Children

To ensure that the state’s early education and care programs are high-quality endeavors, Massachusetts should find the best ways to structure the salaries and career pathways of early educators, according to a recent report from the Bessie Tartt Wilson Initiative for Children (BTWIC). The report looks at salary data for early educators and explores how the Massachusetts Career Ladder could be used to tie educators’ qualifications and skills to salary incentives.

“The educators who teach our children from birth to age five significantly influence the rest of their lives, both intellectually and emotionally,” said Mary Reed, founder and president of the BTWIC in a press release. “If we want to develop and retain high-quality early childhood educators, we have to work together to improve the way we evaluate and compensate them at every level. This baseline analysis of salaries is an important step in the right direction.”

Using a Career Ladder for Professional Development

“In 2010, the Bessie Tartt Wilson Initiative for Children collaborated with the Massachusetts Department of Early Education and Care (EEC) to create a career ladder for early educators,” the report explains.  The ladder outlines a professional Continue Reading »

crayon CAP

Source: Center for American Progress http://ow.ly/lPpzm

What do Denmark, Iceland, the Russian Federation, Sweden and Spain have in common?  Along with 20 other countries, they all rank higher than the United States on public spending on early education as a percent of GDP.  The estimate comes from the Organisation for Economic Co-operation and Development (OECD) and appears on the blog of the U.S. Department of Education.

“Compared to other developed countries, the United States lags far behind on preschool access, quality and investment,” according to a recent press release from the center for American Progress, which calls this country “a preschool caboose.”

“Only 69 percent of four-year-old American children are enrolled in early childhood education. We rank 26th in access to preschool for four-year-olds and 24th on access for three-year-olds,” according to the center’s report, titled “The United States Is Far Behind Other Countries on Pre-K.”

In addition: “Seven countries including France, Norway and Italy ensure that at least 90 percent of all three-year-olds have access to preschool. In the United States that number is barely 50 percent.” Continue Reading »

In Quotes

“We’d better smarten up, stop obsessing over high school students, and pay attention to where we get the biggest bang for the buck — on the front end, with infants to five-year-olds.”

Sean Gonsalves in his Cape Cod Times column “We’d Better Smarten Up,” on June 2, 2013

Photo: Caroline Silber for Strategies for Children

Photo: Caroline Silber for Strategies for Children

Three hundred business leaders and organizations from 44 states have written a letter to President Obama and members of Congress expressing their support for early education.

“This letter shows that quality early childhood programs are important to more than just parents and schools,” said John Gomperts, president and CEO, of America’s Promise Alliance. The Alliance sponsors ReadyNation, a business partnership for early childhood and economic success.

“Business leaders who signed the letter come from a range of companies such as Delta Airlines, McKinsey & Company and PNC Financial Services Group, as well as major business organizations such as state and local Chambers of Commerce and Business Roundtables,” the alliance explains here.

The letter points to “overwhelming amounts of research and evidence” that show a solid return on investing in young children. The letter adds: “Many of us compete in a global marketplace. We see other countries investing in their young children both for Continue Reading »

Photo: Micaela Bedell for Strategies for Children

Photo: Micaela Bedell for Strategies for Children

President Obama has made an inspiring call for the country to invest $75 billion in early education and care. Now the White House is following up, providing estimates of how this money would be distributed to states — if the president’s proposal became law.

“These investments – made in partnership with States and fully paid for in the President’s budget – will help close America’s school readiness gap and ensure that America’s children enter kindergarten ready to succeed,” a White House fact sheet explains.

The president’s Preschool for All program would increase access to high-quality programs and encourage states to adopt full-day kindergarten programs. If Massachusetts participated, it would receive an estimated $27.2 million in the first year of the program, the White House fact sheet explains. “This funding, combined with an initial estimated state match of $2.7 million, would serve about 3,317 children from low- and moderate-income families in the first year of the program alone.”

Infants and toddlers would benefit from a new national $1.4 billion competitive grant program.  According to the fact sheet: “About 12,835 children in Massachusetts from birth to age Continue Reading »

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