Financing Child Care in the United States - Ewing Marion Kauffman ...

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PUBLIC–PRIVATE PARTNERSHIPS COMMUNITY AND PUBLIC SECTOR PARTNERSHIPS There are 550 child care centers in the Abbott Districts, but only 16 are accredited by the National Association for the Education of Young Children. • Before the Accreditation Facilitation Project was established, the business and nonprofit sectors provided some early support for quality improvement through accreditation. This provided additional groundwork for the project. • Active leadership from the employer community is credited with inspiring the initiative and gave impetus to its statewide nature. New Jersey is home to employers with an extensive, long–term commitment to improved quality in child care through support of accreditation. Their leadership and engagement was instrumental in bringing people together and in setting significant statewide goals for the project. OTHER SITES WITH SIMILAR STRATEGIES The New Jersey Accreditation Facilitation Fund is notable because it brings together substantial public and private resources in support of quality improvement through accreditation. Connecticut, through its 1997 School Readiness Act, achieved support for the Accreditation Facilitation Project in Connecticut, which reached out to more than 125 programs seeking to become accredited throughout Connecticut. The Chicago Accreditation Project established a city–based public–private pool of resources to assist programs serving low–income children to achieve and maintain accreditation. For more information on the Abbott v. Burke litigation, see the profile of Early Childhood Program Aid (ECPA) on page 86. CONTACT Susan Akers, Executive Director New Jersey Professional Development Center for Early Care and Education Room 204–East Campus Kean University Union, NJ 07083 Phone (908) 527 3186 Fax (908) 527 0534 E–Mail Web njpdc@bellatlantic.net www.njpdc.org CHICAGO ACCREDITATION PROJECT (CHICAGO, ILLINOIS) DESCRIPTION The Chicago Accreditation Partnership (the Partnership) is designed to improve the quality of child care and Head Start programs in Chicago’s low–income communities through joint investments from the public and private sectors. The primary goal of the Partnership is to assist 400 urban child care programs achieve improved quality by pursuing and maintaining accreditation. WHEN ESTABLISHED The public–private financing for the Partnership was publicly announced by Chicago Mayor Richard M. Daley (D) in October 1998 and was implemented in January 1999. Prior to this announcement, the nonprofit sector had established a pilot version of the project, starting in 1994, that sought to assist 46 child care programs in becoming accredited. (As of 1999, 82 percent had achieved accreditation.) ANNUAL AMOUNT The total amount of the funding committed for the five–year duration of the Chicago Accreditation Partnership is $16 million, of which the City of Chicago and the McCormick Tribune Foundation each committed $5 million. The remaining funds were secured through business and philanthropy. Other funding partners included the American Business Collaboration for Quality Dependent Care (ABC), Harris Foundation, MacArthur Foundation, Polk Bros. Foundation, Prince Charitable Trusts, Pritzker Cousins Foundation and United Way/Crusade of Mercy Success by 6 ® . SERVICES FUNDED The overall goal of the Partnership is to improve the quality of child care offered to low–income children in Chicago by assisting 400 child care and Head Start programs in pursuing accreditation. (This equals nearly one–third of the licensed child care providers serving low–income children and more than one–quarter of the total child care programs in the City of Chicago.) Funds are used to assist child care programs to pursue, achieve and retain accreditation, with the goal of increasing community demand for accredited child care. The Partnership recognizes a number of accrediting bodies, including: the National Academy of Early Childhood Programs (sponsored by the National Association for the Education of Young Children); the National Early Childhood Program Accreditation; the Council on Accreditation of Services for Families and Children, Inc.; the National Association for Family Child Care, and the National School–Age Alliance. The Partnership uses its funds in two primary areas. First, significant emphasis is placed on consultation and 145
technical assistance on an individualized basis at child care program sites. This includes staff resource materials, professional staff development, and resources for families. Based on the experience of the pilot phase, the Partnership increased the proportion of funding dedicated to consultation and technical assistance, which are available both pre– and post–accreditation. The second area, child care program improvement, is supported through a grant program that provides funding for facilities and equipment. Funds may be used for renovation, remodeling, furniture and equipment needs in the classroom. In addition to addressing these two primary funding areas (consultation/technical assistance and improvement grants), the Partnership is responsible for the development of a public awareness campaign and an evaluation. HOW FUNDS DISTRIBUTED The Chicago Accreditation Partnership, an independent nonprofit organization, is responsible for overseeing the disbursement of funds and managing the overall effort. The Partnership provides consultation and program funds to eligible child care programs. Partnership sites must participate in subsidized child care provided through contracts with the Chicago Department of Human Services or the Illinois Department of Human Services. These contracted child care subsidy programs work in concert with child care centers, Head Start programs and family child care homes. Additional factors used to determine program participation include the director’s tenure (which must be at least one year) and geographic and ethnic diversity. A readiness index was developed during the pilot phase of the accreditation project that preceded the Partnership, which is used to assess the programs applying to participate in the Partnership. The Partnership provides funds to programs without regard to the program’s profit status, although for–profits must ensure that enrollments consist of at least 50 percent subsidy–eligible children. Funds are distributed based on a plan for quality improvement that is jointly developed by the Partnership staff (and its consulting technical assistance partners) and the staff of the individual child care program after initial program observations have occurred. The amount of funding for any one child care program is set on an individual basis and is linked to classroom observations and the recommendations made in the quality improvement plan. Individual programs are required to comply with licensing regulations and must demonstrate how they will address any licensing concerns noted during the initial application phase. POPULATION SERVED The Partnership is open to child care and Head Start programs in Chicago in which at least 50 percent of the children enrolled participate in Illinois’ subsidized child care program. The Partnership anticipates expanding the program to include family child care homes during the course of 2000. STRATEGIC CONSIDERATIONS • The pilot that ran from 1994 through 1998, and its positive results, was central to the mayor’s decision to become a primary financing partner in the Partnership. The pilot also is credited with having achieved the necessary initial results to interest philanthropists beyond the McCormick Tribune Foundation, which has had a long–standing interest in program improvement through accreditation. The programmatic offerings of the Partnership also were influenced by the pilot project. For example, the Partnership works with three subcontractors, Ecumenical Child Care Network, Office of Catholic Education and National–Louis University, to provide individual consultation and technical assistance to the participating programs. This is an innovation added after the pilot phases ended. • In developing the initial pilot, and then the Partnership, the executive director of the Partnership learned that the accreditation goal could be not reached without an additional focus on the credentials of the staff of the child care programs. As a result, it became necessary to use other resources to assure that child care staff and teachers could obtain appropriate credentials and degrees. This was done by forging relationships with local colleges and universities. It was necessary to leverage existing financial commitments, such as the City of Chicago’s financial commitment that supported the Child Development Associate (CDA) credential. • The Partnership has been affected by the general problem of staff turnover in the child care field, and the length of time required for accreditation is growing as programs find it more difficult to fill open staff positions. The Partnership believes this problem is more acute for those programs in which accreditation has taken hold, and in which the standards for staff qualifications and overall staff quality have been raised. • Two factors were cited as having made it possible to obtain the $5 million financing commitment from the City of Chicago for the Partnership. First, the existing designation of the City of Chicago’s Department of Human Services as the State of Illinois’ contractor for the subsidized child care program meant that there was a strong child care knowledge base within city government. Second, Chicago’s mayor had a strong interest in education reform and was open to a city–based investment as part of his education reform agenda. • Initially the developers of the Partnership sought to achieve a public–private partnership with the State of 146
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FINANCING CHILD CARE IN THE UNITED
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FINANCING CHILD CARE IN THE UNITED
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ABOUT THE GRANTEE PHILADELPHIA CITI
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HOW TO USE THIS CATALOG This catalo
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DIFFERENT EXPECTATIONS The expectat
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03 LONG-TERM THINKING Successful st
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LEVERAGING Matching and leveraging
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TAXES Income taxes are the major so
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EMPLOYER INCOME TAXES Twenty-five s
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LOCAL PROPERTY TAXES CHILDREN’S S
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GENERATING PUBLIC REVENUE LOCAL PRO
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GENERATING PUBLIC REVENUE SALES AND
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GENERATING PUBLIC REVENUE LOTTERIES
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SOCIAL AND HUMAN SERVICES A number
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EDUCATION Education is a powerful r
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EDUCATION STATE INVESTMENTS IN PREK
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ALLOCATING PUBLIC REVENUES EDUCATIO
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