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

More documents

Recommendations

Info

ALLOCATING PUBLIC REVENUES EDUCATION in statute allows the child of a parent who becomes unemployed during the year to remain enrolled in the CPC program to the end of the fiscal year (June 30). • Requiring that child care resource and referral agencies (CCR&Rs) are members of CPC Councils is an opportunity for their broad vision for early care and education and specific knowledge of community needs and resources to inform each Council. Since there are only 13 CCR&Rs in Massachusetts and 351 cities and towns, serving on every Council is labor-intensive for the CCR&Rs, which are not compensated unless they are contracted by a CPC lead agency to provide specific services to a community. • A standardized needs assessment process, called “Community Profiles,” has been established to aid CPC planning. Each CPC must participate once every three years. This allows the community to collect a wealth of data for local planning and provides the state with additional data. Local staff and volunteers conduct a study, which consists of five surveys. The DOE analyzes the data and returns the results to the sites. CCR&Rs may contract with local Councils to conduct these studies. • The annual application process, driven in part by the annual legislative appropriation process, is not wellmatched to the long-term nature of CPC’s goal to construct local systems. An option that has been suggested is to adopt a three-year cycle, with each local Council submitting a three-year plan for DOE approval, using a simplified annual application for funding and annual monitoring of progress by the DOE. CONTACT Alice Barton Department of Education Office of Early Childhood and School Readiness 350 Main Street Malden, MA 02148 Phone: (781) 338 3354 Fax: (781) 338 3370 E-mail: abarton@doe.mass.edu Website: www.doe.mass.edu 1 State median income in Massachusetts was approximately $59,200 for a family of four in 2000. OTHER SITES WITH SIMILAR STRATEGIES All but nine states have some type of state-funded preschool education program, as summarized on the chart State Investments in Prekindergarten Programs on page 81. Massachusetts’s program has a unique collaborative planning and oversight structure, and it is more comprehensive in its scope, more flexible in its funding and more systemic in its goals than most other programs. For more information on state-funded prekindergarten programs, see the 1998 Families and Work Institue report, Prekindergarten Programs Funded by the States: Essential Elements for Policymakers (available on-line at www.earlychildhoodfinance.org), and a 1999 report from the Children’s Defense Fund, Seeds of Success: State Prekindergarten Initiatives 1998-99. 85
EARLY CHILDHOOD PROGRAM AID (NEW JERSEY) DESCRIPTION The Comprehensive Educational Improvement and Financing Act of 1996 (CEIFA) is New Jersey’s school funding law, passed partially in response to a school finance equity lawsuit (Abbott v. Burke). The act established Early Childhood Program Aid (ECPA) for the lowest–wealth school districts in the state to extend part–day kindergartens to full–day for 5–year–olds and to offer half–day preschool to all resident 4–year–olds. Those districts, designated as “Abbott Districts,” also must provide half–day preschool for 3–year olds. ECPA is intended to provide fiscal resources to ensure that all children in districts with high concentrations of low–income students receive half–day preschool and full–day kindergarten. WHEN ESTABLISHED The Abbott educational equity case has been in process for more than 30 years. There have been several judgments by the New Jersey Supreme Court. The most recent is Abbott VI, in March 2000. The previous ruling in 1998, Abbott V, required that 28 high–poverty districts, or “Abbott Districts,” generally those in which low–income students are 40 percent or more of total enrollment, implement “whole school reform”, including providing full–day kindergarten for all 5–year–olds and at least half–day preschool for all 3– and 4–year–olds. In June 1999, the New Jersey Legislature designated two more districts as Abbott Districts, bringing the total to 30. The legislature designated both Abbott and other low–wealth districts — generally those with concentrations of low–income students between 20 percent and 40 percent of total enrollment — as eligible for ECPA. The aid became available to districts in the 1997–98 school year. A district’s eligibility for ECPA is determined annually, which results in fluctuation in the total number of ECPA districts each year. In the 1997–98 school year, in addition to the 28 Abbott Districts, 97 additional school districts were eligible for ECPA. In 1999–00 there were 105 non–Abbott Districts eligible for ECPA in addition to the 30 Abbott Districts, for a total of 135. Abbott Districts were required to fully implement court–ordered preschool and kindergarten by 1999–00. The non–Abbott districts are required to provide half–day preschool for all 4–year–olds and full–day kindergarten for all 5–year–olds by the 2001–02 school year. ANNUAL AMOUNT A total of $303 million was available for ECPA in 1998–99, increasing to $310 million for 1999–00. ECPA is a school–aid funding formula created by combining some new money and several pre–existing school aid categories into one and redirecting the funds to specified early childhood programs. Not all of the ECPA funds are new aid to districts. SERVICES FUNDED Preschool and kindergarten services are funded in specified school districts with high concentrations of low–income students. The court decisions require Abbott Districts to have a maximum class size of 15 with 1 teacher and 1 aide for preschool; teachers must hold state certification. The court ordered the New Jersey Department of Education (DOE) to adopt, within one month of the Abbott VI ruling, standards on educational content of preschool programs to ensure well–planned, high–quality early childhood education. Using existing community–based child care and Head Start organizations to deliver preschool is “necessary and appropriate,” and the court further affirmed that all preschool programs, wherever they are delivered, must meet state standards. Children enrolled in a federally funded Head Start program are defined as already being served by a preschool program only if the Head Start program meets the DOE’s preschool standards. However, Head Start programs are permitted to collaborate with districts when establishing new classrooms. The non–Abbott ECPA districts also may choose to contract with community–based organizations to offer preschool. In these districts, either a class size of 15 with 1 teacher or class size of 20 with 1 teacher and 2 aides is recommended, but not required. Currently, the same requirement that applies to kindergarten—class size of 25 with one teacher—applies in these districts. Teachers in all ECPA–funded programs must be certified, and the Preschool–Grade 3 (P–3) teacher certification is being reinstated. The court ruled that personnel currently working in community–based centers contracting with Abbott districts would be grandmothered. These staff will have four years to earn a bachelor’s degree and obtain P–3 certification. However, any newly hired teachers must possess a bachelor’s degree and will have until September 2001 to obtain P–3 certification. Funds must be made available to assist staff in obtaining degrees and certification. Data were not available on the proportion of certified teachers currently working in ECPA programs. Beginning with the 2001–02 school year, districts are required to expend all ECPA funding on kindergarten and preschool students. Prior to that school year, districts were able to spend ECPA to expand facilities and programs for students other than preschoolers and kindergartners, as long as preschoolers and kindergartners would ultimately benefit and adequate progress was made toward meeting the implementation goals of ECPA. 86
Page 1 and 2:
FINANCING CHILD CARE IN THE UNITED
Page 3 and 4:
FINANCING CHILD CARE IN THE UNITED
Page 5 and 6:
ABOUT THE GRANTEE PHILADELPHIA CITI
Page 7 and 8:
:02 ALLOCATING PUBLIC REVENUES 54 O
Page 9 and 10:
HOW TO USE THIS CATALOG This catalo
Page 11 and 12:
This revised, expanded edition of F
Page 13 and 14:
DIFFERENT EXPECTATIONS The expectat
Page 15 and 16:
03 LONG-TERM THINKING Successful st
Page 17:
LEVERAGING Matching and leveraging
Page 20 and 21:
TAXES Income taxes are the major so
Page 22 and 23:
EMPLOYER INCOME TAXES Twenty-five s
Page 24 and 25:
LOCAL PROPERTY TAXES CHILDREN’S S
Page 26 and 27:
GENERATING PUBLIC REVENUE LOCAL PRO
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
GENERATING PUBLIC REVENUE SALES AND
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
TAX CREDITS, DEDUCTIONS AND EXEMPTI
Page 40 and 41:
GENERATING PUBLIC REVENUE TAX CREDI
Page 42 and 43:
GENERATING PUBLIC REVENUE TAX CREDI
Page 44 and 45: GENERATING PUBLIC REVENUE TAX CREDI
Page 54 and 55: GENERATING PUBLIC REVENUE FEES OTHE
Page 56 and 57: GENERATING PUBLIC REVENUE FEES •
Page 58 and 59: GENERATING PUBLIC REVENUE LOTTERIES
Page 60: GENERATING PUBLIC REVENUE LOTTERIES
Page 64 and 65: SOCIAL AND HUMAN SERVICES A number
Page 66 and 67: EDUCATION Education is a powerful r
Page 68 and 69: SOCIAL AND HUMAN SERVICES RHODE ISL
Page 70 and 71: ALLOCATING PUBLIC REVENUES SOCIAL A
Page 84 and 85: HEALTH EARLY CHILDHOOD EDUCATION LI
Page 86 and 87: ALLOCATING PUBLIC REVENUES HEALTH P
Page 88 and 89: ALLOCATING PUBLIC REVENUES HEALTH H
Page 90 and 91: EDUCATION STATE INVESTMENTS IN PREK
Page 92 and 93: ALLOCATING PUBLIC REVENUES EDUCATIO
Page 106 and 107: ALLOCATING PUBLIC REVENUES HIGHER E
Page 108 and 109: ALLOCATING PUBLIC REVENUES HIGHER E
Page 110 and 111: ALLOCATING PUBLIC REVENUES CRIME PR
Page 112 and 113: LOCAL GOVERNMENT BEACONS (NEW YORK,
Page 114 and 115: ALLOCATING PUBLIC REVENUES LOCAL GO
Page 120 and 121: 111
Page 122 and 123: EMPLOYERS Employers increasingly re
Page 124 and 125: EMPLOYERS AT&T FAMILY CARE DEVELOPM
Page 126 and 127: FINANCING CHILD CARE IN THE PRIVATE
Page 130 and 131: PHILANTHROPY ALLEGHENY COUNTY EARLY
Page 144 and 145:
FINANCING CHILD CARE IN THE PRIVATE
Page 146 and 147:
137
Page 148 and 149:
When businesses in the private sect
Page 150 and 151:
PUBLIC-PRIVATE PARTNERSHIPS EMPLOYE
Page 152 and 153:
PUBLIC-PRIVATE PARTNERSHIPS EMPLOYE
Page 154 and 155:
PUBLIC-PRIVATE PARTNERSHIPS COMMUNI
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
CAPITAL INVESTMENT PARTNERSHIPS CHI
Page 166 and 167:
PUBLIC-PRIVATE PARTNERSHIPS CAPITAL
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
165
Page 176 and 177:
LOOKING TO THE FUTURE TAX POLICY Th
Page 178 and 179:
LOOKING TO THE FUTURE THE HOME MORT
Page 180 and 181:
LOOKING TO THE FUTURE HIGHER EDUCAT
Page 183 and 184:
APPENDIX 174
Page 185 and 186:
WHAT YOU OWN Property taxes on real
Page 187 and 188:
INDEX 178
Page 189 and 190:
Child Care Scholarship Fund of the
Page 191 and 192:
lotteries and gaming, 14 Neighborho
Page 193 and 194:
Area, Kansas and Missouri), 133—1
Page 195:
income tax provisions for child car
show all

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

Create successful ePaper yourself

Delete template?

Save as template?