Early Childhood Education

The Biden administration’s ambitious plan to expand access to free universal preschool, increase the wages of child care providers to at least $15 an hour, and make child care more affordable for families sent ripples of optimism through the child care industry when unveiled this spring.

The new coronavirus outbreak is sending shock waves through the nation’s K-12 and higher education systems. But how is the spread of COVID-19 affecting the littlest learners, ages 0 to 5, and the adults who teach and care for them?

The situation is fast evolving, and each state is responding to the child care conundrum differently. Here are five story ideas reporters can pursue to dig into the pandemic’s effects on their local early education workforce and the children and families they serve.

The best way to predict the future is to look at how children are faring. But the task is complicated given that the well-being of children varies widely from state to state. 

That’s what data presented by researchers Sarah Daily of Child Trends and W. Steven Barnett of the National Institute for Early Education Research at Rutgers University show. The duo offered their takes on the state of early care and learning across the United States at the Education Writers Association’s 2019 annual conference in Baltimore. 

If you think about education reporting as covering schools and the students who attend them, you might be scratching your head as to why infants and toddlers are newsworthy subjects. But if education reporting is really about covering learning, then children under age 4 are some of the best subjects you could imagine.

Patricia Twymon set her jaw and spoke slowly and firmly.

“The misperception is that I am a babysitter,” Twymon told a room full of education journalists. “I am not a babysitter. I am an educator, I am a professional, and I should be treated as such.”

Government agencies give lip service to the importance of high-quality child care and early learning programs, but the patchwork system of tax breaks and government grants has too many gaps, causing many families to struggle with bills. And many communities have too few options for high-quality early learning opportunities. That was the consensus of a panel of experts who spoke at the Education Writers Association’s early childhood conference Nov. 6 and 7.

They debated however, the causes of and potential fixes to the problems – ranging from taxes to grants to privatization.

Diana Rauner advocates for early childhood care and education today because of ex-offenders.

The now-first lady of Illinois was working on Wall Street years ago when she began volunteering at a local settlement house, teaching ex-offenders how to read. She remembers being astonished that somebody her age could not know how to read.

“That really was when I decided to start thinking about educational inequities,” Rauner said at a recent Education Writers Association conference on early learning at the Erikson Institute held in Chicago Nov. 6 and 7, 2017.

“An impossible equation.” That’s how Phil Acord describes the challenge of keeping afloat a high-quality early learning program that serves children from low-income families.

As the president of the Chambliss Center for Children, a nonprofit organization that provides around-the-clock care and education to young children in Chattanooga, Tennessee, Acord knows well how difficult it can be for child care providers to simply keep their doors open each month.

Taryn Morrissey recalls that when she had her first child several years ago, “I knew how expensive it was going to be.” Morrissey is, after all, an associate professor at American University who studies child-care policy. Then she started shopping for child-care centers and got hit with sticker shock.

“It’s REALLY expensive,” she said with a laugh.

With enrollment in public prekindergarten programs at a record high, there is a growing emphasis on building stronger connections between children’s early learning experiences and the K-12 system. But bridging the divide between a sector that lacks a coherent structure and the more rigid K-12 system is a challenge rife with logistical as well as philosophical dilemmas.

To some, Head Start is an essential yet underfunded part of the education system. To others, it’s a classic example of a bloated federal program.

Despite the wide divergence in opinions and the political sea change driven by the 2016 elections, the nation’s largest and oldest federally-funded early childhood education program appears likely to remain in place.

Education didn’t exactly make a splash in this week’s Republican presidential debate — barely a ripple, actually — but the issue has gained considerable attention in the 2016 contest for the White House, from debates over the Common Core to proposals on higher education access and affordability.

U.S. Secretary of Education Arne Duncan launches his sixth annual back-to-school bus tour this week, and the chosen locations offer some insights into the department’s priorities in the waning days of the Obama administration. 

While too many students at all grade levels are regularly skipping school, many preschoolers and kindergarteners are missing nearly as much seat time as teenagers, according to a new report.

The lost learning time, particularly in the younger grades, translates into weaker math and reading skills that become long-term deficits for students even years down the road, according to the new report from Attendance Works, a national advocacy organization, and the nonprofit Healthy Schools Campaign.

With engaged parents, bright futures are possible. That’s the philosophy of a child care center on Chicago’s South Side that is pairing research-based child development techniques with a strong family partnership.

The Educare Center grew from a program that had been based at the notorious Robert Taylor Homes. Educare opened their own facility in 2000 as the public housing high-rises across the street were being dismantled.

Fathers often get a bad rap, especially the dads and guardians who occupy the lower rungs of the economic ladder.

Massachusetts regularly scores at or near the top of national comparisons when it comes to its public schools, and the newest report from the Education Week Research Center is no exception - in overall education indicators it receives a B, the highest letter grade among the states. However, the Bay State isn’t faring as well with early childhood education.  “Preparing to Launch: Early Childhood’s Academic Countdown” gives the Bay State a “C-” for its programs serving the littlest learners.

Today is a day off from school for millions of students as campuses in some districts and states — including Michigan and New York — are converted into polling stations for the midterm elections. To Peter Levine, the director of the Center for Information and Research on Civic Learning and Engagement, that’s a missed opportunity to demonstrate democracy in action.

Early education gets support from both sides of the aisle. The U.S. Chamber of Commerce runs campaigns advocating for it. So does Hillary Clinton. And research appears conclusive that it’s important.

But as states respond to the data, a new challenge emerges: implementing early education programs successfully. Several recent stories provide different looks at how some locales are scaling up their early education offerings.

The summer slide doesn’t just pertain to flagging academic skills while kids soak in the sun and skip the books. Increasingly, even as math and literacy fall by the wayside, high school students are losing out on access to summer wages.

EWA recently hosted a seminar in New Orleans on early childhood education. We asked some of the journalists who attended  to contribute posts from the sessions. Today’s guest blogger is Ann Dornfeld of Puget Sound Public Radio. You can also find out more about early childhood education on EWA’s Topics page.

A few years ago, San Antonio Mayor Julián Castro – the Democratic Party’s first Hispanic keynote convention speaker – decided his city needed to expand its preschool opportunities for young children. To pay for it, Castro built a coalition of public-private partnerships and bipartisan support and convinced voters in 2012 to approve a new tax that would fund expanded preschool opportunities throughout the city. Known as “Pre-K 4 San Antonio,” the program launched in the fall and is expected to expand in the coming years.  Castro was the keynote speaker at EWA’s recent seminar for journalists on early childhood education, held at Tulane University in New Orleans. 

A new federal spending bill was introduced by Congressional leaders from both sides of the aisle, and it would provide $1 billion in new money for Head Start programs and restore much of the forced budget cuts of last year’s sequestration.