Resource Library

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The John T. Gorman Foundation strives to be data-driven and results based and seeks to promote information and ideas that advance greater understanding of issues related to our mission and priorities. In our effort to promote these values, we offer these research and best practice resources collected from reputable sources across the country. The library also includes briefs and reports the Foundation has commissioned or supported, a listing of which can be found here.

 

Findings from a partnership to support Detroit’s informal child care providers

August 10, 2021 – Families, Young ChildrenChildcare, Workforce

A new brief from Mathematica details findings from their recent partnership with the W.K. Kellogg Foundation and three community serving organizations in Detroit. As part of the Foundation’s work to increase access to ECE among Detroit families, this partnership offered child development knowledge and skills programming to 70 informal child care providers in Detroit (all women; 80 percent were Latinx or Hispanic), evaluating the successes and strengths of providers and of the collaborative learning model along the way. Mathematica found that the community-led and community-based forums translated to gains in providers’ child development knowledge and skills, and that the offerings both professionalized and facilitated connections among these providers who previously had not focused on their child development contributions to the community. The work concludes with recommendations for those seeking to partner with informal care providers under collaborative models in other settings. #childcare #workforce

Supporting the ECE workforce through COVID-19 relief mechanisms

August 3, 2021 – Families, Young ChildrenChildcare, COVID-19, Racial Equity, Workforce

The COVID-19 pandemic’s dramatic impact on the Early Childhood Education (ECE) workforce and subsequent funds made available through the American Rescue Plan Act have created an opportunity to build ECE workforce capacity and create evidence-based improvements to the system. The Urban Institute’s Young Scholars program identified several opportunities within the ECE system, including recognizing the critical supportive role of Head Start assistant teachers, who are more likely than lead teachers to speak their students’ languages; recognizing the stressors early educators face—particularly educators of color—and addressing those challenges with greater socioemotional and mental health supports; and providing pre-service kindergarten and first grade teachers with supports to address absenteeism among students. The piece highlights the specific funding streams that may be used to address these areas. #covid-19 #childcare #workforce #racialequity

Illinois announces $200 Million investment for early childhood workers

July 29, 2021 – Families, Young ChildrenChildcare, COVID-19, Racial Equity, Workforce

Illinois recently passed into law HB 2878, which uses $200 million in federal funds to provide training, mentorship programs, and scholarships for child care workers to pursue further education over the next two years. The bill also establishes a statewide early childhood education consortium to improve access and direct funding. #covid-19 #childcare #workforce #racialequity

Reducing the Black-white racial wealth gap will require dedicated and comprehensive policy solutions

July 28, 2021 – FamiliesChildcare, COVID-19, Education, Housing, Racial Equity, Wealth & Assets, Wealth and Assets, Workforce

A new issue brief from the Center for American Progress examines the Black/white wealth gap and summarizes a set of proposals and policy actions to address the gap. Some recommendations include allowing the U.S. Postal Service to conduct banking services to increase community access; investing in research and development opportunities for Black innovators and inventors; dedicating additional funds for Black entrepreneurs; developing a National Savings Plan to provide retirement accounts to public sector workers; and investing in young children through childcare and education. #racialequity #childcare #education #housing #workforce #covid-19 #wealth&assets

How to stabilize infant and toddler care with pandemic relief funds

July 27, 2021 – Families, Young ChildrenChildcare, COVID-19, Workforce

A new fieldnote published by the Federal Reserve Bank of Boston describes possibilities for using funds from the Child Care Stabilization portion of the American Rescue Plan Act to stabilize infant and toddler care. One option includes issuing grants to child care providers that could subsidize the operational cost of infant/toddler care to align the price with that of care for older children. Another option is creating grants to serve as incentives for attracting infant/toddler-serving professionals by offsetting the wage penalty typically present in that sector, in hopes of growing and stabilizing the workforce. Finally, the note suggests increasing child care subsidy rates beyond the 75th percentile of market rates for infant and toddler slots. #covid-19 #childcare #workforce

California child care workers union enters contract

July 23, 2021 – Families, Young ChildrenChildcare, COVID-19, Racial Equity, Workforce

California Governor Gavin Newsom has ratified a contract with Child Care Providers United, a first-of-its-kind child care labor union covering 40,000 California child care providers—largely women and often women of color—who provide subsidized child care across the state. The union is working to advocate for higher subsidy rates, more and better training, and a higher number of subsidized slots to address substantial gap between eligibility and uptake of fulltime subsidized care across the state. #covid-19 #childcare #workforce #racialequity

Subsidizing child care costs would reduce poverty and enhance equity among New England families

July 21, 2021 – Families, Young ChildrenChildcare, Racial Equity, Workforce

New research from the Federal Reserve Bank of Boston and the Carsey School of Public Policy explores how proposed policies to cap child care expenses based on family income would affect poverty rates among New England families. Using the Supplemental Poverty Measure, the brief finds that such a policy could reduce poverty among New Englanders with child care costs by 40 percent; with the largest absolute declines for Black and Hispanic New Englanders, this would result in a substantial shrinkage of the racial-ethnic poverty gap. The effects of such a policy are not limited to the lowest income families either though: 9.5 percent of near poor New Englanders in families with child care costs would be lifted above twice the poverty line by such a policy. Although implementation would require careful planning, benefits would likely extend beyond poverty reductions, with families better able to participate in the labor force or access higher-quality care for their children. #racialequity #childcare #NewEngland #workforce

Substantial potential demand for nontraditional-hour child care in Maine

July 21, 2021 – Families, Young ChildrenChildcare, Maine

To estimate the potential demand for child care at nontraditional times—early morning, nights, and weekends—researchers at the Urban Institute compare the share of young children with parents working nontraditional schedules across states by using both the 2015-2019 American Community Survey (ACS) and the 2016 Survey of Income and Program Participation (SIPP). Authors also compared each state’s Child Care and Development Fund Plan for 2019-2021 and noted the actions each state planned to take to support nontraditional-hour child care. In Maine, more than one-third of children under age 6 in working families having parents who work nontraditional schedules (35 percent). Two-thirds of young children in working, single-parent families have a parent working nontraditional hours (68 percent). Among young children in low-income working families in Maine, 41 percent have parents who work nontraditional hours. In terms of supportive policies in the Child Care and Development Fund Plan, Maine does have a differential reimbursement rate for nontraditional-hour care but is not planning to use grants or contracts to increase the supply or quality of nontraditional-hour programs. Policies and planned actions varied across states, with some taking less action than Maine and others taking more.

For Massachusetts families, early educators provide a critical pandemic support

July 1, 2021 – General – Childcare, COVID-19, Education, Mental Health

A new report from Harvard draws data from families and early educators in its ongoing Early Learning Study of Massachusetts to describe child wellbeing in the pandemic, and to identify the supports that are critical in allowing families to cope. The report acknowledges the significant damage the pandemic has wrought to children’s socio-emotional wellbeing and suggests that while recovering from academic losses is important, attention must also be paid to the social and interpersonal context in which learning occurs. More than half of participating educators said they’ve noticed child behavioral change in the pandemic, although increased demonstrations of child resiliency were sometimes part of this documented shift. The report finds that early educators serve as a resource and support for children, while families draw strength from enhanced opportunities for togetherness. #covid-19 #education

Urban Institute tool for estimating state-level demand for child care outside traditional hours

July 1, 2021 – General – Childcare, Racial Equity

Even before the pandemic, parents working nontraditional-hour (NTH) work schedules faced major child care constraints. NTH schedules include working before 7:00 a.m. or after 6:00 p.m. during the week or working anytime on weekends - often outside the schedule that child care centers and providers are open. The Urban Institute has compiled this data at a state level for policymakers and advocates to use. #racialequity #childcare

New research highlights the “true cost” of child care

June 28, 2021 – Families, Young ChildrenChildcare

A new paper from the Center for American Progress updates and extends the Center’s earlier work on the cost of child care. The earlier work, available as an online data tool, allowed viewers to identify components of the high cost of child care; this update includes estimated salaries for providers in family child care homes, who often forgo a salary to keep costs affordable for families. The paper notes the discrepancy in child care subsidies and actual child care costs in most states, and highlights Maine as the only state that has aligned their subsidy policy with federally recommended levels. The author highlights the chasm between the true cost of high-quality care and the prices that families can bear, concluding that the only enduring solution is federal investment into the system. #childcare #Maine

Pandemic impacts review finds decline in ECCE program enrollment, setbacks to young child learning and development

June 21, 2021 – Families, Young ChildrenChildcare, COVID-19, Education, Racial Equity, Workforce

The University of Michigan and the Urban Institute have partnered to synthesize the pandemic’s effects on young children and on the early childhood care and education (ECCE) programs that serve them. Reviewing 63 studies on COVID-19 and early childhood disruptions, the authors find consistent documentation of ECCE enrollment declines, a mix of in-person and remote settings for programs that were available, and significant setbacks to young child learning and development, disproportionately born by low-income families and families of color. The paper makes short-term recommendations for leveraging immediate COVID-related resources, but also provides guidance on strengthening the ECCE system for the long-term, including investing in the workforce and in cohesive systems planning. #covid-19 #childcare #racialequity #workforce #education