Federal strategy to raise ECE quality by setting higher CCDBG standards, minimum quality requirements for federally supported preschool, and funding coaching¶

Strategy · All strategies
Evidence · 2 claims (2 mixed) · 2 studies (1 qualitative, 1 theoretical), q2 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

The whitepaper's second recommendation area calls for subsidized programs to meet high-quality state standards including low adult-child ratios, high-quality curriculum, well-trained staff, safe facilities, and family supports. It recommends raising CCDBG standards to include minimum group size, adult-child ratios, teacher qualifications, and a required developmentally appropriate curriculum, and requiring federally supported preschool programs to meet Preschool Development Grant standards: "teachers having at least a B.A. in ECE, salary parity with local schools, staff-to-child ratios of no more than 10 to 1, use of a developmentally appropriate curriculum, and a duration of at least a full school day." It also recommends a CCDBG set-aside for coaching in all classrooms.

Design Implications¶

Context¶

Requirements¶

• Funding commensurate with the cost of providing high-quality ECE in all settings, including schools, centers, and home-based care

Constraints¶

• Coaching is costly compared to other quality improvement activities; QRIS participation is burdensome and voluntary in all but a few states

Target Learners¶

• children in subsidized child care and preschool programs
• children from low-income backgrounds

Target Learning Goals¶

• nurturing relationships and thoughtful instruction
• developmentally appropriate curriculum and assessment

Claims¶

• The five case study states hold LEA and non-LEA providers to consistent quality standards, including class size of 20 or less and 1:10 ratios [~W]
• Quality standards vary across federal ECE programs, with CCDBG and Head Start minimum standards differing significantly [~W]

Related Strategies¶

• Federal policy should expand access to high-quality, integrated early care and education with quality assurance and adequate ECE educator compensation
• Federal strategy to develop and support a well-qualified ECE workforce through compensation, career-ladder scholarships, preparation programs, and coaching
• Four-part state policy agenda: coherent administration, universal affordability, a well-qualified workforce, and quality improvement for all programs

Examples¶

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Key Sources¶

• Building a National Early Childhood Education System That Works. (2021). Learning Policy Institute. https://eric.ed.gov/?id=ED614493