Okay, this is a slight change from our usual “What We’re Reading” posts. Instead of highlighting a particular article, we wanted to share an interesting application of research: this childcare cost calculator from the Center for American Progress. You can use it to estimate the impact of improving different parts of structural quality (the infrastructure that surrounds teaching, like teacher-child ratios, the physical space, and materials) on the cost of care.
How does this relate to CLASS? CLASS measures elements of process quality, the day-to-day experiences and interactions that help children learn. While it’s possible for educators to provide high-quality, nurturing care in any environment, there’s evidence that some aspects of structural quality support higher process quality. What’s more, teacher compensation plays a substantial role in providing ongoing, high-quality care.
Playing with the childcare calculator is a reminder that the quality interactions that are essential for child development don’t come cheaply. It highlights the systemic challenges to ensuring that all young children have life-changing teachers and early learning experiences. For example, in Teachstone’s home state of Virginia, the childcare calculator estimates the baseline cost for one child to attend preschool at $822 per month. But if we paid early childhood educators the same as kindergarten teachers, provided retirement benefits, and increased health insurance contributions to the national employer average, the estimated cost jumps to $1,323—about a quarter of an average Virginia family’s monthly income!
Take a look at the tool and see the financial effects of improving quality. How much would costs go up in your state? And how much would children benefit?
Decades of evidence indicate that high-quality early childhood education positively affects children. Yet studies reveal that too few programs implement high-quality programming. To date, improvement efforts have primarily focused on what occurs within the classroom. The Ounce of Prevention Fund (Ounce), in partnership with the University of Chicago Consortium on School Research (UChicago Consortium), strives to broaden the focus of improvement efforts beyond the classroom to organizational conditions that support teachers and the relationships among staff, children, and families.
We’ve written before about the discipline disparities between children of color and their white peers. (Since that post was published last year, the Department of Education has released updated - but not improved - statistics on the topic.) But discipline is not the only school arena where children from different backgrounds have different experiences. There’s also evidence that racial bias affects teachers’ academic and behavioral expectations, even in early childhood.
We’ve been talking about the achievement gap for an awfully long time. We’re all familiar with the term; it’s the disparity in academic achievement between different groups of students. We tend to hear about in relation to white students and students of color, but it can also be used to describe the difference between low-income students and their more advantaged peers.
The statistics around exclusionary discipline practices, like suspension or expulsion, are grim. Kids who get kicked out, especially repeatedly, are often already behind academically, become less engaged in school, and are monumentally more likely to drop out of high school. And while exclusionary discipline affects all students, it’s essential to keep in mind that children of color are suspended and expelled at rates disproportionate to their white peers.