Child Care Programs in Massachusetts Thrive Despite Funding Challenges
Five months after federal stabilization grants expired, deeper cracks are beginning to show in the early care and education sector.
Without the historic level of operational funding that was distributed monthly to child care programs across the United States through September 2023, many providers are experiencing staff departures and shouldering rising costs, leading many to increase tuition for families and some to close classrooms — or worse, close their doors entirely.
Yet in Massachusetts, providers and programs have largely been insulated from the so-called child care cliff. Some are even flourishing.
Continued Funding through Commonwealth Cares for Children (C3)
Recognizing the disaster that lay ahead if stabilization grants expired without an adequate replacement, leaders in Massachusetts decided to continue funding operational grants for early care and education programs even after American Rescue Plan dollars dried up.
Through a state program called Commonwealth Cares for Children (C3), which was funded at $475 million for fiscal year 2024 and which the governor has recommended be renewed at the same level for fiscal year 2025, nearly 93 percent of licensed providers in the state are receiving monthly stipends.
Those dollars go a long way toward keeping programs open, staffed and sustainable, a number of providers in Massachusetts shared with EdSurge.
Rebounding Early Care and Education Field
Survey data from fall 2023 — around the time that providers in other states began to feel the strain of stabilization funds disappearing — shows that the early care and education field in Massachusetts has rebounded. The licensed capacity of the state’s system now exceeds pre-pandemic levels, with around 237,000 child care slots total today, compared with 229,000 before COVID-19. The number of licensed providers, too, has recovered.
“What we’re seeing is exactly what we wanted to see,” says Amy Kershaw, commissioner of the Massachusetts Department of Early Education and Care (EEC), referring to the impact of the C3 grants, along with a number of other changes state leaders have made to support families and programs.
“We see more programs opening. We see programs being able to expand their capacity. We see staff salaries — which are still too low — going up,” Kershaw adds. “And we see many of those investments happening without the costs being passed on to parents, which is essential.”
‘Game-Changing’ Operational Grants
Child care providers who work in home-based and center-based settings are able to use their C3 funds on costs such as payroll and benefits, professional development, supplies and curriculum, rent or mortgage payments, utilities, and facility upgrades.
Many providers are using the grants on salary increases for employees, in an effort to attract new staff and retain existing ones, according to survey data and interviews.
Heidi Kaufman, executive director of education at MetroWest YMCA, which has an early childhood program serving 140 toddlers and preschool-aged kids in a community about 20 miles west of Boston, says that nearly all of her C3 funding goes to boost staff compensation.
The MetroWest YMCA has received about $650,000 in C3 grants since July 1, Kaufman shares, including about $72,000 in February alone. It amounts to a little over 10 percent of her total revenue.
“The C3 grants have been a game changer for us,” she says. “ I don’t know how we’d be able to stay in operation without it.”
Between federal stabilization grants and now the state’s C3 grants, Kaufman has been able to pay her staff more competitive wages. Some of the lead teachers with bachelor’s degrees were earning about $21 an hour in January 2020 (about $44,000 a year) and are now making $28 an hour (about $58,000). Less experienced full-time teachers have seen similar pay bumps, from $17 an hour in 2020 to $24 today. Additionally, wages for part-time staff have increased 50 percent in the last four years, Kaufman adds.
“Typically, we’d been giving salary increases an average of 3 percent per year. For somebody to get up to a $7 increase over four years was unheard of,” Kaufman notes.
“We still don’t pay them anywhere close to what they’re worth,” she adds, but says that it feels good to be able to offer them raises — and to do so without asking more of the families.
A Multi-Pronged Approach
Gov. Maura Healey’s administration is focused on stabilizing, healing and transforming the early care and education field, in that order, according to Kershaw, the EEC commissioner.
“We’re in the heal/transform phase of our work,” Kershaw shares.
The recovery in Massachusetts was aided in large part by the American Rescue Plan and C3 grants, but not exclusively. The Healey administration has ushered in a number of other changes
SDGs, Targets, and Indicators
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SDG 4: Quality Education
- Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.
- Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex.
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SDG 8: Decent Work and Economic Growth
- Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.
- Indicator 8.5.1: Average hourly earnings of female and male employees, by occupation, age group, and persons with disabilities.
-
SDG 10: Reduced Inequalities
- Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
- Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education. | Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex. |
| SDG 8: Decent Work and Economic Growth | Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value. | Indicator 8.5.1: Average hourly earnings of female and male employees, by occupation, age group, and persons with disabilities. |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status. | Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities. |
Analysis
The article discusses the issues faced by the early care and education sector in the United States after the expiration of federal stabilization grants. It highlights the impact of funding on child care programs, staff departures, rising costs, and tuition hikes. However, it also mentions the positive progress in Massachusetts, where operational grants through the Commonwealth Cares for Children (C3) program have helped providers and programs stay open and sustainable.
1. Which SDGs are addressed or connected to the issues highlighted in the article?
The issues highlighted in the article are connected to SDG 4: Quality Education, SDG 8: Decent Work and Economic Growth, and SDG 10: Reduced Inequalities.
2. What specific targets under those SDGs can be identified based on the article’s content?
Based on the article’s content, the specific targets that can be identified are:
- Target 4.2: Ensure access to quality early childhood development, care, and pre-primary education for all children.
- Target 8.5: Achieve full and productive employment and decent work for all, including equal pay for work of equal value.
- Target 10.2: Empower and promote the social, economic, and political inclusion of all individuals.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
The article mentions indicators that can be used to measure progress towards the identified targets:
- Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex.
- Indicator 8.5.1: Average hourly earnings of female and male employees, by occupation, age group, and persons with disabilities.
- Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities.
The article provides information on the impact of funding on child care programs and staff salaries, indicating progress towards Target 4.2 and Target 8.5. It also mentions changes in financial assistance eligibility and reimbursement rates, which can contribute to achieving Target 10.2.
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Source: edsurge.com
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