Risk-taking in Early Care and Learning Systems Design

Take Risks. We cannot afford not to. This was one of the many insights that stood out for me from conversations with Dr. Lynette Fraga, executive director of Child Care Aware of America, and Matthew Melmed, executive director of ZERO TO THREE, who visited the Permanent Fund and spoke at the Turrell Fund annual dinner in June. These national experts on early childhood confirmed what we already know at the Permanent Fund: we’re at a “tipping point in early childhood,” where positive, sustainable change is within reach if we stretch ourselves toward a vision for a thriving future Vermont.

These ideas emerged as most relevant to our work:

1) Think Big. “If we design an early care and learning system that addresses our needs today,” warned Dr. Fraga, “we’ll recreate the problems of today.” Instead, “let’s build a system that will work for our future children and families.” This advice is crucial at a moment when Building Bright Futures is launching a statewide process to design our future early care and learning system. As we think together about how to make high-quality, affordable early care and learning accessible to all Vermonters, let’s think beyond our current structures and dilemmas to imagine the best possible future. Let’s create a system that yields returns not only for today’s young children, but for their future families, business and communities.

2) Take Risks. We’ve invested billions in research on early learning outcomes in the U.S., Mr. Melmed explained. But, unlike our European counterparts, we haven’t yet applied that research into policy and practice. Our opportunity is to take what we know—that early care and learning is the most powerful long-term investment our society can make—and figure out how to do it, to capitalize on the potential of our children, now. This is not an easy task and the Permanent Fund’s timeline—high-quality, affordable early care and learning for Vermonters by 2025—requires significant innovation and leaves little room for error. However, Mr. Melmed and Dr. Fraga recommended using an iterative approach to innovation as a way of both taking risks and capturing feedback needed to course correct. Sometimes known as rapid-cycle testing, this approach enables testing solutions, documenting outcomes and adapting strategies quickly in response to emerging needs and findings.

An iterative approach also aligns well with the Permanent Fund’s strategy. That’s why we’ve built a highly productive, entrepreneurial organization that adapts quickly and yields top-of-line results. Our plan, in addition to building a movement of early childhood supporters and building lasting systems to support high-quality, affordable early care and learning, focuses on piloting new strategies for positive impact to ensure that our future system is as innovative and responsive as it must be so that Vermont children and families thrive in the decades to come.

3) Keep it up. Perhaps the most rewarding feedback from our visiting national experts was their recognition that our work is on the cutting edge of national early childhood efforts. Vermont is the ideal laboratory for scalable social change, Dr. Fraga and Mr. Melmed confirmed. “Many other places in the country don’t have the capacity for change or the ability to break down silos that you do here in Vermont,” Dr. Fraga pointed out. Vermont is small—only 6,000 babies born to Vermonters each year. Our strategy is focused—we’ve zeroed in on an ambitious but achievable goal of high-quality, affordable early care and learning for all Vermonters by 2025. Our forward-thinking political climate has achieved a history of doing things first. We are, in effect, “solution-sized” and poised to lead the nation on what scientists, economists, educators and politicians agree will yield the highest return on investment for our future: early care and education.

So, let’s do it! Let’s stick our necks out to achieve a big vision with even bigger rewards for children and families. Let’s solve an issue plaguing the nation by getting it right for Vermonters. How? Together. Here are just a few of the ways I hope you’ll consider jumping in:

I’m looking forward to making history together!

Best,

Aly

What does child care have to do with Vermont’s economy?

A new study, led by neuroscientists at Children’s Hospital Los Angeles and Columbia University Medical Center, has shown that family income and parental education affect child and adolescent brain development. The study highlights that too many children are well-behind their peers in cognitive, social and emotional development by the time they reach the age of three. Having a significant segment of our young population not getting off to a strong start has serious budgetary and economic implications for Vermont.
 
The Permanent Fund is now focusing on the following four messages related to strengthening the Vermont economy:
 
1. Pay now or pay later. 
Health and human services-related costs have been far outpacing the rise in inflation and the growth of our economy. Special education costs alone have risen from approximately $150 million to $300 million in the last 20 years largely due to increased behavioral issues linked to social-emotional development, while general student enrollment was decreasing. Sound research has shown that high-quality early care and learning reduces the need for special education services. A recent study out of Duke University found that an investment of $1,100 per child in high-quality early care and education reduced children’s odds of needing special education by 39% in third grade.  This smart investment would allow us to save significantly on a wide variety of costs which are putting a tremendous strain on our state’s budget year after year.
 
2. Making Vermont the best place in the nation in which to raise a family is a savvy economic development strategy. 
Over the past 20 years, Vermont births have been steadily declining and enrollment in K-12 has decreased by 18,000 students. These are troubling statistics as we need more, not fewer, young people entering the state’s workforce and contributing to a strong economy. A system of high-quality, affordable child care will create a favorable environment for parents to have children and, as important, for those children to thrive. Chambers of Commerce tell us that when small businesses and young families are considering a move to Vermont, the top three questions they ask are related to the quality of our education system, the affordability of housing and access to high-quality, affordable child care.
 
3. Since our children will become the engine that drives the economy, we cannot afford to give up on any of them.
We know that 90% of the core development of a child’s brain occurs by the age of five and that, by far, the highest return on investment in education is in the very early years. When children show up at kindergarten prepared for school they have a chance to have success in school, continue on to higher education and contribute to a skilled workforce. We are at a point now in Vermont when we must pay attention to the research and invest our available funds where they will produce the highest returns.
 
4. Access to high-quality, affordable child care contributes to workforce development. 
We can’t be our best at work if we’re worried about who is going to care for our children. Vermont businesses’ ability to recruit and retain productive employees is greatly enhanced when parents in the workforce have access to high-quality, affordable child care.
 
In addition to the public awareness efforts of Let’s Grow Kids and the systems-building work of Vermont Birth to Five, here are two areas of innovation where we will focus in 2017:
 
1. The early childhood professional as a key member of the population health care team.
By recognizing that child care providers can play a critical role in the health of children and even their families, we make it possible to both streamline services and cut down on health care costs down the road. For more on the connection between high-quality child care and cost effective approaches to health care, go to: http://www.permanentfund.org/healthcare-integration/.
 
Alan Guttmacher, recent director of the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), has joined the Permanent Fund team and will assist Aly Richards, our CEO, in forwarding this effort. With his extensive experience in pediatric research and commitment to improving health outcomes for children and families, we are so lucky to have Alan working with us on this important initiative.
 
2. The Shared Services model as a way to make child care more cost effective. 
Vermont, as a small, rural state with small and widely-dispersed child care programs, is challenged to take advantage of the cost-efficiencies associated with larger child care centers. A Shared Services Network is a community-based partnership comprised of child care programs working together to share services such as bookkeeping, billing and collections, purchasing, insurance, access to nurses, mental health consultants and substitutes.
 
Our focus on a statewide systems change presents quite different challenges than investing individually in good programs and requires a determined patience. At the same time, our short, now 8-year, timeframe creates a sense of urgency for the Permanent Fund team and all associated with this movement. We would not have begun to accomplish what we have without the enduring commitment of our supporters and now, more than ever, we appreciate that continued support.
 
There is a noticeable buzz and increase in momentum in the child care movement from where we were a year ago. Aly will keep you up to date on the details of Permanent Fund progress as we work toward our goal of all Vermont children having access to high-quality, affordable early care and learning by the year 2025.

Early Childhood Education Professionals Deserve More

early_educator

Research tells us that the most important component of high-quality early care and education is the quality and consistency of the caregiver or teacher. Unfortunately, the early childhood field does not offer the wages or professional support necessary to effectively attract and retain the very best early educators.

The US Bureau of Labor Statistics Effect

One factor contributing to these limitations is the fact that many early care and education professions are classified by the US Bureau of Labor Statistics as service professions, rather than education professions. This matters because data collected by the US Bureau of Labor Statistics is used by individuals, businesses, community organizations, state and federal agencies, and policymakers to make important decisions about workforce development, including the compensation levels necessary to recruit and retain workers within a given industry.

That’s why the Permanent Fund for Vermont’s Children and our initiatives, Let’s Grow Kids and Vermont Birth to Five, are calling on the US Bureau of Labor Statistics to reconsider its recent rejection of a proposal that would have reclassified early childhood care and education professionals as education occupations, like elementary school professionals.

Early childhood professionals are educators. Their understanding of early learning and development allows them to provide young children with activities that promote healthy cognitive, social and emotional development in safe and nurturing environments, which lays the foundation for success in school, relationships and life. But as long as early childhood care and education professions are listed as service industry occupations, it will be difficult to compensate them for skills and knowledge that more closely aligns with their elementary education counterparts than with employees in the service industry.

Vermont’s New Child Care Licensing Regulations

Vermont’s early childhood care and education providers play a critical role in our state’s education and child development system. This is recognized in the recent development of Vermont’s new child care licensing regulations. The state established high education and professional development criteria for its early childhood care and education workforce. This is entirely appropriate because in Vermont, as in the rest of the country, child care workers, preschool teachers, teacher assistants and early childhood program administrators are helping to build the brains of children and prepare them for kindergarten and beyond.

Even though early childhood professionals have educational, professional development and training requirements similar to those of their counterparts in public schools, Vermont child care workers earn an average annual salary of less than $25,000, often without benefits. Think about that. The people who spend their days providing Vermont’s youngest children with safe, nurturing learning experiences are struggling to cover their basic expenses and to support their own families. This is unacceptable.

Vermont Early Childhood Workforce “Stalled”

A state-by-state review of workforce policies and practices in the early childhood field, called the “Early Childhood Workforce Index 2016,” rated Vermont as “stalled out” when it comes to compensation strategies. The review was done by researchers at the Center for the Study of Child Care Employment at the University of California, Berkeley. Researchers found that those working in the early care and education field are among the lowest-paid employees in the nation. The report calls for a transformation of early childhood jobs and early childhood policies and infrastructure. Absent this change, the report warns, “We will continue to witness educators leaving the field in search of employment that offers a livable wage, rewards their educational attainment, and provides the respect that is their due. And the next generation of young women and men will continue to eschew jobs teaching our youngest children.”

In Vermont, we’re losing dedicated and passionate early childhood professionals at an alarming rate. From May 2010 to May 2016, the number of regulated child care programs in Vermont decreased by 12.5%. The Vermont Department of Labor has projected that between 2012 and 2022, almost 70% of child care worker positions that become available in Vermont will be due to turnover, placing child care in the top 10 occupations in the state with the highest number of openings, on average, per year.

Vermont Has a Child Care Challenge

While more than 70% of children under age six have all available parents in the workforce, a recent report by Let’s Grow Kids found that almost half of Vermont infants and toddlers likely to need care don’t have access to any regulated child care programs and almost 80% don’t have access to high-quality programs.

High-quality child care is of utmost importance in preparing our future workforce, and high-quality care depends on highly-qualified professionals. In order to achieve the recognition early childhood professionals need, we must acknowledge their important roles.

The Permanent Fund for Vermont’s Children has a mission to ensure every Vermont child has access to high-quality and affordable early care and education by 2025. In order to achieve this goal, we need to support our early childhood workforce. We also need to make high-quality care more affordable to parents and providers.

Vermont’s Blue Ribbon Commission on Financing High Quality, Affordable Child Care—which includes business representatives, policymakers, parents and child care providers—will issue a report in late November that will recommend financing strategies to support high-quality, affordable child care in Vermont. It will be up to Vermont’s next governor and legislative body to act on the Commission’s recommendations and to implement policies aimed at solving Vermont’s child care challenge.

Vermont Can Lead the Nation

The Permanent Fund for Vermont’s Children believes our state can lead the nation on this critical issue. I encourage Vermonters to join our efforts to make high-quality, affordable child care a reality for every Vermont child who needs it.

Join the campaign at www.letsgrowkids.org to get involved.

Education Begins at Birth

Many of you have heard me talk about the brain science and the latest research that tells us how crucial the first five years of a child’s life are. So why when we talk about education, do we tend to think about the public education system, K through 12?

It tells me that we still have much work to do to educate Vermonters that education does indeed begin at birth and that those professionals teaching our youngest children are doing very important work —which brings me to the reason for this blog post.

Recognizing the Work of Our Children’s First Teachers

Permanent_Fund_EEOYaward_250I’m excited to announce nominations are open for the Permanent Fund for Vermont’s Children second Early Educator of the Year Award. Through this award, we are proud to recognize the unsung heroes—the childcare professionals—who work so hard for our children. After all, besides parents, these individuals are a child’s first teacher. This award honors individuals who have truly gone above and beyond to positively impact the lives of children and has been a valuable resource for families.

The top two finalists will be honored at the October 2016 VAEYC Conference, where the top finalist will be announced as the Early Educator of the Year and will receive $5,000 and all expenses paid to attend the VAEYC Conference as well as one national conference. The second finalist will receive a $1,000 award and all expenses paid to attend the VAEYC Conference.

Early Educator of the Year nomination

Early Educator of the Year Eligibility

In the second year of this award, we are accepting nominations for an outstanding center- or school-based childcare professional who has demonstrated a commitment to quality early childhood education. The award alternates between honoring home-based and center-based programs each year.

To be eligible for this year’s award, a center- or school based childcare professional must have at least four stars in the Vermont STep Ahead Recognition System (STARS). Nominees must also have been providing care for at least three years, and must currently have infants and toddlers enrolled in their program.

Award Nomination and Review Process

Individuals may self-nominate or can be nominated by others, though family members may not submit a nomination. The nomination period is now open but will close on May 1, 2016. Those nominated will be notified and must complete and submit an application to the Permanent Fund for Vermont’s Children by May 31, 2016 to be considered for the award.

An award selection committee comprised of leaders in early education and child development will review all award applications and choose two finalists. Committee members are:

  • Laurel Bongiorno (Champlain College);
  • Mitch Golub (Vermont Achievement Center);
  • Bethany Hale (Vermont Association for the Education of Young Children);
  • Reeva Murphy (Child Development Division);
  • Melissa Riegel-Garrett (Agency of Education); and
  • A representative from Building Bright Futures.

Nominate an Early Educator Today!

We hope that you—parents, folks from the early childhood community and others—will take time to consider the childcare professionals you know. Is there someone that stands out from the rest and truly exemplifies excellence in the teaching of young children? Nominate someone today!

Early Educator of the Year nomination

Earning a Greater Return on Our Educational Investment

PreK_children2_mixed-largeIn Vermont we have seen education costs rise, while our student population has decreased by 23,000 students since 1997. The steepest increase in costs has been for special education. Outside of teacher salaries and benefits, special education costs represent a lion’s share of our school budgets.

Vermont’s Agency of Education reports that while the share of federal funding for special education stagnated between fiscal years 2001 and 2014, Vermont’s share of costs have more than doubled from $137,789,654 to $271,185,794.

Nationally, we know it costs about twice as much to educate a student who requires special education services versus a student who does not. I believe we can reduce these costs while improving outcomes for all children.

Start earlier: Learning begins at birth
infant-adult-handAm I suggesting we cut special education? Absolutely not! Special education programs serve our most vulnerable children. But we do have an opportunity to make these services far more effective.

By identifying at-risk children earlier and starting services earlier, we have the greatest opportunity to improve outcomes for these children and the potential to reduce costs over the long-term.

Here’s why: From birth to age five, a child’s brain is developing most rapidly, making connections and building a foundation for skills that will serve them for a lifetime. If we miss these most receptive stages of development, a child may find it more difficult to learn particular skills later. The greatest return on any investment comes in these early years when the brain is most ready to learn.

Here are a few Vermont stats to put this in perspective:

  • Only 26% of Vermont children age 0 to 3 receive all three recommended developmental screenings by age three. We can change that.
  • 20,000 young children spend a portion of their day outside their home in the care of someone else. And, only 24.1% of Vermont’s regulated care and education programs are designated as high-quality programs (a 4- or 5-level rating in STARS or national accreditation). We must build quality into the early care and education system.
  • In 2013-14, less than half (49%) of Vermont children were deemed ready for kindergarten in all areas of health and development. High-quality early care and education programs will ensure that more of our children are ready to learn.

A recent North Carolina study suggests that state-supported high-quality early childhood programs can reduce special education costs and reduce the number of special ed placements, providing great cost savings to school districts. In the study, an investment of $1,100 per child (made during the early years) reduced third grade students’ odds of needing special education placement by 39%.

While early intervention will not eliminate the need for special education entirely, studies have shown that starting these services earlier can make a difference. Such services can lessen the need for more intensive, and more costly, services later, or, in some cases, can eliminate the need for special services altogether.

Gaining a greater return on our educational investment

We can tackle the quality and cost challenges by reframing how we define public education. By providing high-quality programs and services starting at birth, during the most crucial years of development, we can ensure that all children receive the support they need to develop a solid foundation for their future cognitive, social and emotional development.

Strong communities and a healthy economy are based on the well-being and health of our children. After all, if we want our children to be productive members of society as adults, we must invest in them while they’re young.