cradle to kindergarten - california
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Cradle to Kindergarten: A New Plan to Combat InequalityA j ay Ch a u d r y, Ta r yn M or r i s sey, Ch r i st in a Wei la n d , a n d H i roka zu Yosh ikawa
A PR I L 12 , 2018F I RST 5 CA L I FOR NIA 2018 CH I L D H EA LT H, EDUCAT I O N , A N D CA R E S UM M I TGL EN DA LE, CA L I FOR N IA
Take aways
1. Most children in the U.S. are not entering school ready to learn.
2. Large disparities in children’s development and skills begin early & widen quickly.
3. Gaps by family income in children’s access to and the quality of early learningopportunities are large and growing.
4. The earliest years are the most promising period for brain and skill development, yetit is when the U.S. invests the least.
5. Greater investments in a cohesive vision of high-quality early childhood interventions can promote improved, more equitable development and give all children a level playing field.
1
The educational achievement gap is large, growing, and spans a wide socio-economic gradient.
Source: Reardon (2011)
2
Much of the gap measured across primary schooling are present at school-entry.
3
Source: Reardon (2011)
U.S. workers lack access to paid family leave – especially lower income workers.
4
5%
11%
21%
13%
0% 5% 10% 15% 20% 25%
Workers in the bottom quarter ofearnings
Workers in the middle two quartersof earnings
Workers in the top quarter ofearnings
Private sector workers
Source: US DOL Bureau of Labor Statistics Leave benefits: Access, National Compensation Survey, March 2014
Large disparities by family income in use of early learning programs, especially for youngest children.
5
Rates of center-based ECE for children ages 0 to 5, by family income and child age, 2011
Source: Chaudry, Morrissey, Weiland, and Yoshikawa (2017)
7% 8%11%
32%
59%
6%
16%19%
41%
67%
17%
31% 31%
62%
84%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Under age one Age 1 Age 2 Age 3 Age 4
Low-Income (0-200% FPL) Moderate Income (200%-400% FPL) Middle & Higher-Income (400%+ FPL)
Children from low-income families experience lower quality, as well as less access – at age 2
6
Source: Chaudry, Morrissey, Weiland, Yoshikawa (2017)
-1.2
-1
-0.8
-0.6
-0.4
-0.2
0
�Relative Home-based (FDCRS) �Non-relative Home (FDCRS) �Center (ECERS)Ef
fect
Siz
e (R
elat
ive
to 5
thqu
intie
)
1st quintile
2nd quintile
3rd quintile
4th quintile
Children from low-income families experience lower quality in center-based care at age 4.
7
-0.80
-0.70
-0.60
-0.50
-0.40
-0.30
-0.20
-0.10
0.00
Emotional Support (CLASS) Instructional Quality (CLASS) Overall quality (ECERS)
Effe
ct si
ze (r
elat
ive
to 5
thQ
uint
ille)
1st quintile
2nd quintile
3rd quintile
4th quintile
Source: Chaudry, Morrissey, Weiland, Yoshikawa (2017)
Quality matters: Higher-quality instruction leads to bigger gains.
8
0
1
2
3
4
5
6
7
CLASS Emotional Support CLASS Instructional Support
Boston pre-k
Tulsa pre-k
Tulsa CAP Head Start
Head Start
11-state Pre-k study
Source: Chaudry, Morrissey, Weiland, Yoshikawa (2017)
Educational investments in the early years have greatest benefit – but we do too little.
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$4,138 $4,023 $3,723
$1,277
$4,579
$10,430
Ages 0-2 Ages 3-5 Ages 6-17
Source: Edelstein et al. 2013
Federal and State/Local Spending on Children, by age
Federal State
$1,350
$12,400
Before K K-12
Average per child annual public expenditure for education in U.S.
Source: Kena et al. 2016
Average cognitive and achievement skill impact at the end of preschool program treatment.
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-0.50
0.00
0.50
1.00
1.50
2.00
1955 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015Aver
age
effe
ct s
ize in
stan
dard
dev
iatio
n un
itsAverage cognitive impact at end of treatment
Perry Preschool
Abecedarian
National Head Start
Boston pre-K
Source: Magnuson & Duncan, 2016, The Russell Sage Foundation Journal of the Social Sciences
Cradle to Kindergarten: A new plan for early childhood that gives all children a fair shot.
Paid parental leave as social insurance for children and workingparents.
Reliable guarantee of child care assistance for working families toassure all children can access good, stable early care and learningopportunities.
Universal early education that starts at age 3. Re-imagine Head Start to begin early and provide continuousdevelopment services to the most vulnerable children until schoolentry.
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Paid Parental Leave
Current Context Our Proposal • FMLA provides up to 12 weeks of unpaid leave
at the birth of a child. • Only 60% of workers are eligible.• Far fewer can afford to take unpaid time
when also facing added costs of a new baby.• The U.S. is just 1 of 2 among 170 countries with
no guarantee of paid leave.• California and a few other states have
established paid leave programs (New Jersey, Rhode Island, New York, Washington in 2020).
• Paid parental leave to guarantee families with working parents 12 to 16 weeks per family of partially paid, job-protected leave at birth or adoption of a child. • Families decide how to split weeks of leave
with bonus if both parents take some.• Parents get a progressive percentage of their
wages during the weeks each is on leave, up to a maximum benefit.
• Social insurance administered through Social Security system. • Being born and having a child are common
experiences like old-age or disability.
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Affordable High-Quality Care and Education
Current Context Our Proposal • Good child care is expensive and hard to find.
• Families with children under 5 spend 11% of incomes on child care.
• Families with incomes below 200% FPL spend 22%.
• 15% of eligible families with children receive subsidies through Federal and State CCDF funding
• Subsidy programs vary by state and are complex.
• Child care tax credits provide minimal benefits (max $600) and are not refundable.
• “Assurance” subsidies to support high-quality care and education for low- and moderate-income working families with children birth-5.• Family incomes below 250% FPL, state option
to go to 400% FPL.• Family co-payments on sliding scale (3-10% of
income).• Subsidies adequate to pay for quality and
support stable, professionally compensated workforce.
• Increased, refundable child care tax credit • % of paid costs for all types of paid care.• Maximum benefit increased to $3000 (1 child).
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Universal Early Education Current Context Our Proposal
• Few states and cities have universal programs primarily for 4 year olds, andsome states have none.
• Fewer public programs for 3 year olds.• What exists is a piecemeal system.• Variation across many dimensions
(governance, location, hours, workforce, quality assessment) in what exists across states.
• High-quality universal preschool for children aged 3 and 4.• Developmentally focused curricula and
professional development.• Consistent and transparent quality standards
and measurement. • Full school-day and longer school year, with
wrap-around care options to meet family needs.
• Mixed auspice (in schools and community centers).
• Alignment with Birth-to-Three and K-3rd
Grade Education.
14
0
10
20
30
40
50
60
70
80
90
100
Enro
llmen
t Rat
e
Enrollment Rates of 3- & 4- year olds in pre-primary education, 2014 or latest available
In many countries with advanced economies, nearly all children receive a public education starting at age three.
Source: OECD Social Expenditure Database (Data for Chart PF3.2F)Note: Total expenditures include child care and pre-primary education expenditures
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A New Head Start Begins at (or before) Birth
Current Context Our Proposal • Beneficial program aimed at most
disadvantaged, but serves fraction of eligible
• ~40% in Head Start• ~4% in Early Head Start
• What happens in the context of universal preschool?
• Engaging children and families in the most adverse circumstances and concentrated poverty from earliest point in child development with comprehensive, intensive, and continuous services.
• Target the most vulnerable young children starting before or at birth:
• Communities of concentrated poverty.• Poor families and those facing adverse
circumstances (e.g., foster care). • Integrate center-based early learning with home
visiting and other comprehensive services.• Head Start centers as hubs to link with child health
and other service providers (e.g., WIC, Medicaid/CHIP, Special Needs services).
• Generate innovations in birth to 3 services and test program elements to further improve systems.
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Targeting the highest need communities
More than 3 million American children (4%) live in areas of highly concentrated poverty.
Majority of children in these communities live in families that often live in deep and persistent poverty, while others live in families with incomes near the poverty line.
900,000 of these children are under the age of five, and more than 150,000 newborns start life in one of these communities each year.
Disadvantage is highly concentrated in communities with high poverty:◦ Highly racially/ethnically segregated◦ Low educational attainment◦ Chronic joblessness◦ High teen pregnancy rates◦ High rates of disadvantaged family structure
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Program Existing Funding & Service Levels
Cradle to Kindergarten Funding & Service Levels New Investments
Funding (in billions)
Number Served (annually)
Funding (in billions)
Number Served (annually)
Funding (in billions)
Public paid parental leave $0.9 ~330,000 (8% of newborns in US) $19.0
3,400,000 (85% of newborns in
US)$19.0
Child Care Subsidies/Assurance$13.9
~730,000$30.2
2,500,000 $16.3
Child & Dependent Care Tax Credit
State or Local Public Preschool for 3 and 4 year-olds
$6.2 (states)
1,050,000*(13% of 3 & 4 year
olds)$33.0
3,000,000^ (38% of 3 & 4 year olds
in US)$26.8
A New Head Start for Infants and Toddlers
$9.0 960,000 (5% of birth to 5 in US) $17.2
1,125,000 (825,000 (7%) children
under 3 & 300,000 (4%) 3s & 4s)
$8.2
Total New Public Investments (federal and state)
$30.0 2,600,000 $99.4 9,300,000 $70.3
*Of this number 450,000 children receive Head Start and/or Child Care Subsidy Funding in combination with public preschool funds^Of this number 700,000 children would receive Head Start and/or Child Care Subsidy Funding in combination with public preschool funds
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A 10-year investment plan
U.S. lags nearly all nations with advanced economies in spending on early childhood care and education.
Source: OECD Social Expenditure Database (3.1A)Note: Total expenditures include child care and pre-primary education expenditures
0.0
0.2
0.4
0.6
0.8
1.0
1.2
1.4
1.6
1.8
2.0
% o
f Gro
ss D
omes
tic P
rodu
ct (G
DP)
Public spending on early childhood care and education as a % of GDP, 2013 and latest available
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