Levers to Overcome Barriers
A primary goal of our work is to suggest concrete ways to improve the quality of early educator preparation. The federal government, states, localities, IHEs, and philanthropy each play a role in shaping policy and practice. Our working group explored which levers policymakers and other stakeholders can pull to alter the system to better meet the needs of this workforce. The programs discussed in this paper each pull on a combination of different levers to achieve their goals, but there are many additional levers available that they do not utilize. The table below presents an extensive, but not necessarily exhaustive, list of levers that can be pulled to address each barrier, as identified by the working group.
| State Levers | Federal Levers | IHE Levers | School District/ Community Levers | Philanthropic Levers | Other | |
|---|---|---|---|---|---|---|
| Student Supports | -Use convening ability to foster collaboration for problem solving, such as through State Advisory Councils-Increase predictable, sustainable funding to IHEs-Share best practices-Pass bills through the legislature-Allocate funding for student supports, including scholarships-Grant teachers loan forgiveness-Offer need-based financial aid-Align state rules for federal support programs (TANF, CCDBG, SNAP, etc.) with student needs | -Increase funding for programs such as CCAMPIS, FIPSE CCDBG, etc.{{74}}-Expand the TEACH Grants to allow students to prepare to teach in birth–age five private and public settings-Amend one or more existing federal funding streams to add dedicated funds for ECE apprenticeships-Pass the FINISH Act{{75}}-Disseminate best practices-Exercise the bully pulpit (as done in Obama White House)-Increase spending through Pell grants for low-income students | -Dedicate resources to serving students (e.g., advisors, faculty, etc.)-Identify and implement evidence-based approaches to support students-Implement cohort-based models to foster community-Support students with tuition waivers, discounts, and living-cost subsidies-Develop clear pathways through a degree and into a job-Prioritize degree completion-Offer flexible schedules (such as weekend and evening courses)-Offer hybrid courses-Offer support services when and where students need them-Provide child care for faculty and students-Leverage WIOA funding to offset the cost of tuition and other training expenses for ECE professionals in apprenticeships | -Partner to provide student supports or connect students to external supports-Offer concurrent enrollment programs for high school students | -Provide funding for innovations-Support rigorous program evaluations-Offer flexibility to grantees | -Develop clear standards for student supports through programmatic accreditation-Leverage Child Care Resource and Referral agencies and unions |
| Linguistically Diverse Workforce | -Use convening ability to foster collaboration for problem solving -Increase predictable, sustainable funding to IHEs-Share best practices-Alter policies around in-state tuition eligibility-Recognize the importance of multilingual educators and support program designs and recruitment strategies that can increase their numbers | -Increase spending through Pell grants for low-income students | -Offer content courses in languages other than English-Ensure courses value multilingualism in early childhood-Hire multilingual faculty, advisors, staff-Use curricula that reflect linguistic diversity of students-Ensure campus resources reflect the linguistic diversity of students-Offer PD for faculty serving linguistically diverse students | -Collaborate with community-based organizations that focus on serving a linguistically diverse community-Partner with multilingual schools for volunteer, observation & practicum opportunities | -Provide funding for innovations (e.g., resources in multiple languages, hiring of diverse faculty)-Support rigorous program evaluations-Offer flexibility to grantees | -Ensure program accreditation standards address linguistic diversity and student needs |
| Remedial & General Ed | -Use convening ability to foster collaboration for problem solving-Increase predictable, sustainable funding to IHEs-Share best practices-Encourage reform through legislative authority{{76}}-Allocate specific funding for reforms, such as grant programs | -Increase spending through Pell Grants for low-income students-Increase access to financial aid-Lift ban on veterans using their benefits toward online remedial education | -Use multiple measures for remediation determination-Align math requirements with specific majors-Use co-requisite remediation-Build career pathway programs that meet the federal requirements for Ability to Benefit to open up access to financial aid | -Improve high school supports to prevent need for remediation-Align college entrance exams with high school outcomes-Design and deliver integrated secondary and postsecondary programs that assist adults in obtaining a high school diploma and ECE degree | -Provide funding for innovations-Support rigorous program evaluations-Offer flexibility to grantees | |
| Clinical Experiences | -Use convening ability to foster collaboration for problem solving-Share best practices-Reform licensure/ certification requirements with legislative authority-Increase flexibility around student teaching requirements-Leverage state Perkins funding | -Improve portability, flexibility, and funding related to background checks and fingerprinting requirements | -Determine appropriate requirements for student teaching and field placements-Utilize videos or virtual simulations | -Partner with IHEs to identify high-quality early education programs and strong mentor teachers | -Provide funding for innovations-Support rigorous program evaluations-Offer flexibility to grantees | -Develop clear standards through program accreditation |
| Faculty Recruitment and Development | -Use convening ability to foster collaboration for problem solving-Increase predictable, sustainable funding to IHEs-Share best practices-Allocate specific funding for reforms, such as grant programs | -Pass legislation, including updating Title II of HEA, to support and set standards for ECE higher education programs and reflect the need for a high-quality ECE workforce-Invest in ECE programs through grant and other funding | -Alter recruitment strategies-Adjust promotion and tenure policies-Better engage and support adjuncts, including through compensation-Offer doctoral programs in early education | -Connect what young children need with what preparation programs cover | -Provide funding for innovations (e.g., communities of practice)-Support rigorous program evaluations-Offer flexibility to grantees | -Leverage professional organizations (e.g., NAEYC, NAECTE, ACCESS) |
Appropriate levers vary depending which problem stakeholders are trying to solve. Sometimes solutions lie within the power of IHEs, while others require revisions to federal, state, or even local policy. Often, policy change requires bringing together stakeholders across each of those levels of government. At the federal level, that change may involve the Department of Health & Human Services, which oversees child care and early education policy; the Department of Education, with oversight of colleges and universities; and the Department of Labor, which operates federal workforce programs. In states, the entity with primary responsibility will vary depending on the local context, but likely includes the administration of the state’s public college systems, state higher education executive officers, state legislators, and education officials in the governor’s office. City workforce and higher education officials will also need to work together to bring the full potential of policy reform to bear. In some instances, simply bringing attention to a barrier can spark change, while in others, a financial incentive or an adjustment in law is necessary.
There are, however, general themes that apply across barriers. Philanthropy, for instance, can be a lever to launch potential solutions in all five issue areas. Philanthropic funding usually is flexible because it is tied to fewer strict rules and regulations than government funding is.1 Philanthropies can act quickly and can pursue more experimental or high-risk endeavors. They can also allocate funding to program evaluation, both for private and publicly funded programs, which is essential for determining what works and under what conditions and for making the case for continued investment.
What makes philanthropy a valuable lever for getting new programs and initiatives off the ground, however, is also why it should not be relied on to solve problems long-term. Philanthropic organizations switch gears and adjust priorities regularly. In contrast, public funding tends to be a more stable source because government programs are resistant to change, usually adjusting incrementally. Unfortunately, federal funding is not always allocated at the levels needed for programs to function best. For instance, the Child Care and Development Block Grant only reaches 15 percent of eligible families due in part to limited funding.2 Greater federal investment, whether directed to ECE preparation programs or directly to students, could help address each of the barriers discussed in this paper. The federal government can also promote quality through regulation. For example, the Head Start Act requires states to form State Advisory Councils on Early Childhood Education and Care which must develop recommendations on “statewide professional development and career advancement plans” as well as assess “the capacity and effectiveness of institutes of higher education supporting the development of early childhood educators.”3
And when it comes to higher education specifically, state funding plays an essential role. States have been disinvesting in higher education for years, placing the burden on students with higher tuition and on the federal government in the way of federal student loans.4 Increased state investment in higher education can improve access and quality for students broadly or be targeted to address the challenges raised in this paper. States can also play an important role outside of their budgets too; they have the ability to convene key stakeholders, including IHEs, to collaborate and share best practices.
Citations
- The Philanthropy Roundtable (website), “Fixing Problems via Philanthropy vs. Government,” source
- Nina Chien, “Factsheet: Estimates of Child Care Eligibility & Receipt for Fiscal Year 2016,” U.S. Department of Health & Human Services, October 2019, source.
- Administration for Children & Families (website), State Advisory Councils Fact Sheet, source
- Sophia Laderman and Dustin Weeden, State Higher Education Finance (SHEF) Report: FY 2019 (Boulder, CO: State Higher Education Executive Officers Association, 2020), source