New Hampshire has a growing commitment to early childhood ... · – Head Start and Early Head...
Transcript of New Hampshire has a growing commitment to early childhood ... · – Head Start and Early Head...
11/18/2019
Preliminary. Please do not distribute or cite. 1
Slide 1
Key Findingsfrom the
New HampshirePreschool
Development Grant Needs Assessment
November 2019
Slide 2
New Hampshire has a growing commitment to early childhood investments
• Spark NH established in 2011 as the governor-appointed Early Childhood Advisory Council for New Hampshire
• Spark NH published A Framework for Action for New Hampshire’s Young Children in 2015
• 11 active regional early childhood coalitions established around the state from 2010 onward
• Business and Industry Association added early childhood policies to its list of priority issues in 2018
• State funding for full-day kindergarten expanded as of state fiscal year 2018–19
• New Hampshire awarded a $3.8 million federal Preschool Development Grant (PDG) Birth through Five (B–5) in 2018
VISION
All families are afforded comprehensive and
responsive supports, so they are healthy,
learning, and thriving now and in the future.
.
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Slide 3
PDG required a Needs Assessment
• Needs Assessment has multiple aims outlined in federal guidance– Define the B–5 system and other key terms – Describe population of vulnerable children and underserved areas– Identify the current quality and availability of early childhood care
and education (ECCE) and other B–5 services– Assess barriers to funding and provision of high-quality ECCE– Address supports and gaps for transitions between B–5 services and
school entry– Assess ECCE facilities and facility-related concerns– Examine other topics including governance, financing mechanisms,
data linkages– Identify gaps in data or research and strategies to fill the gaps
• Provides a foundation for the B–5 system strategic plan
Slide 4
Approach to the Needs Assessment
• Researchers from RAND led the Needs Assessment in collaboration with – University of New Hampshire– Spark NH– New Hampshire Department of Health and Human Services– New Hampshire Department of Education– Other stakeholders throughout the state
• Team received guidance from a PDG Needs Assessment Subcommittee; oversight from PDG Leadership Advisory Team
• Summary and full report from the Needs Assessment will be published as part of PDG products
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Slide 5
Needs Assessment examines an array of topics using multiple sources of information
Topic Exis
ting
data
&
rese
arch
Key
info
rman
t in
terv
iew
s (N
=9
2)
Fam
ily fo
cus
grou
ps (N
=1
39
)
Par
ent s
urve
y (N
=1
,27
8)
Wor
kfor
ce s
urve
y (N
=3
23
)
K te
ache
r su
rvey
(N
=2
09
)
Parent knowledge of B–5 system
Family experience with access & quality
Transition to kindergarten
Coordination/continuity B–8 system
B–5 workforce
B–5 facilities
B–5 data systems and data integration
B–5 system governance
B–5 system financing
Priorities for PDG B–5 strategic plan
Slide 6
Needs Assessment examines an array of topics using multiple sources of information
Topic Exis
ting
data
&
rese
arch
Key
info
rman
t in
terv
iew
s (N
=9
2)
Fam
ily fo
cus
grou
ps (N
=1
39
)
Par
ent s
urve
y (N
=1
,27
8)
Wor
kfor
ce s
urve
y (N
=3
23
)
K te
ache
r su
rvey
(N
=2
09
)
Parent knowledge of B–5 system X X X X
Family experience with access & quality X X X X
Transition to kindergarten X X X X X
Coordination/continuity B–8 system X X X X
B–5 workforce X X X
B–5 facilities X X
B–5 data systems and data integration X X
B–5 system governance X X
B–5 system financing X X
Priorities for PDG B–5 strategic plan X X X X
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Slide 7
Today’s presentation
• How we defined the B–5 system and other key terms
• Key findings– Family experiences with B–5 system– Issues relevant for providers– System-level issues
• Implications for B–5 system strategic plan
Slide 8
Today’s presentation
• How we defined the B–5 system and other key terms
• Key findings– Family experiences with B–5 system– Issues relevant for providers– System-level issues
• Implications for B–5 system strategic plan
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Slide 9
B–5 system was broadly definedSocial Determinants of Wellness Framework
EnvironmentalHealth
Safety
Food & Nutrition
Employment& Income
Health &Well‐being
HousingStability
Education
Transportation
ChildrenAge B‐5 Years
& Their Families
CommunityCollaborations
Strength to
Succeed
In jury
PreventionProgram
Individual
Serv iceOption
(ISO )Ch ild Health
Support
H ealthy
Homes & LeadPoison ing
Prevention
Program
(HHLPPP)
Pregnancy
R iskAssessm ent
Monitoring
System
(PRAMS)
SNAP
W IC
Special
MedicalServ ices
Program
Go NAP SACC
(for child care providers)
FANF
Child Care
Scholarsh ip
Child Support
Program
Permanent
Supportive Housing
Employment
Supports
M aternal
In fantEarly
Childhood
Hom e V isiting
(M IECHV)Children 's
Medicaid
NH Fam ily
Caregiver Support
Program
PRAMS
Children 's
in HomeSupport
Waiver
B irth
ConditionsProgram
Newborn
Screening
Fam ily
Planning
GO NAP SACC
Child Support
Program
Fam ily
CenteredEarly Supports
& Serv ices
(FCESS)
Special
MedicalServices
Program
Partners in
Health
Area Agency
Fam ily Support
Specia lty SUD
Treatm ent forPregnant &
Parenting
W om en
Community
BasedM obile Crisis
for ACES
Early Hearing
Detection &Intervention
Program
Infant & Early
Ch ildhood Mental
Health P lan
Permanent
Supportive Housing
Fam ily
Shelters
Fam ily
UnificationVoucher
(FUP)
Financial
Assistancefor Needy
Fam ilies
Specia lty SUD
Treatm ent forPregnant &
Parenting
W om en
Child Care
Scholarsh ip
Head Start
Scholarsh ipCollaboration
(Head Start)
Child Care
Licensing Unit(CCLU )
NH DOE
Kindergarten
Quality
Rating &Improvement
System
(QRIS)
Public
Preschool,Kindergarten ,
Grades
1 ‐3
iSocial
DOE Data
Management
Hom e School
Student Wellness
Private
Preschool,K indergarten,
Grades
1 ‐3
Home School
Education for
Homeless Children
and Youth
Program
Bureau of
In tegratedProgram s
W atch Me
G row :Developmental
Screen ing
Bureau of
NutritionProgram s
Slide 10
B–5 system was broadly defined
Social Determinants of Wellness Framework
EnvironmentalHealth
Safety
Food & Nutrition
Employment& Income
Health &Well‐being
HousingStability
Education
Transportation
ChildrenAge B‐5 Years
& Their Families
CommunityCollaborations
Strength to
Succeed
In jury
PreventionProgram
Individual
ServiceOption
(ISO )Child Health
Support
H ealthy
Homes & LeadPoisoning
Preven tion
Program
(HHLPPP)
Pregnancy
RiskAssessment
M onitoring
System
(PRAMS)
SNAP
W IC
Spec ial
MedicalServices
Program
Go NAP SACC
(for child care providers)
FANF
Child Care
S cholarsh ip
Child Support
P ro gram
Permanent
Supportive Housing
Employment
Supports
Materna l
In fantEarly
Childhood
Hom e Vis iting
(M IECHV)Children's
Medicaid
NH Fam ily
Caregiver Support
Pro gram
PRAM S
Children's
in Hom eSupport
Waiver
B irth
ConditionsProgram
Newborn
Screening
Fam ily
Planning
GO NAP SACC
Child Support
Program
Fam ily
CenteredEarly Supports
& Services
(FCESS)
Special
Medica lServices
P rogram
Partners in
H ealth
Area Agency
Fam ily Support
Spec ialty SUD
Treatment forPregnant &
Parenting
Wom en
Community
BasedM obile Crisis
for ACES
Early Hearing
Detection &Intervention
Program
Infant & Early
Childhood Mental
Hea lth Plan
Perm anent
Supportive Housing
Fam ily
Shelters
Fam ily
Un ificationVoucher
(FUP)
F inancial
Assistancefor Needy
Fam ilies
Spec ialty SUD
Treatment forPregnant &
Parenting
W om en
Child Care
Scholarsh ip
Head Start
Scholarsh ipCo llaboration
(Head Start)
Child Care
Licen sing Unit(CC LU )
NH DOE
K indergarten
Quality
Rating &Imp rovem ent
System
(QRIS)
Public
Preschool,Kindergarten ,
Grades
1 ‐3
iSocial
DOE Data
M anagem ent
Hom e School
Student Wellness
Private
Preschool,Kindergarten,
Grades
1 ‐3
Home Schoo l
Education for
Homeless Children
and Youth
P rogram
Bureau of
In tegratedProgram s
W atch Me
Grow :Developmental
Screening
Bureau o f
Nutritio nPrograms
• Focused on programs in NHDHHS and NHDOE
• Includes programs with funds for direct services to B–5 children and/or families
• Includes programs with funds for services to children and/or families more generally
• Also includes agencies supporting system infrastructure (e.g., licensing)
• Majority of B–5 funding is from federal sources
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Slide 11
Needs Assessment considered vulnerable populations
Operationalized through focus on such groups as:
• Children and families with low income
• Children who have or are at risk of disabilities, developmental delays, or complex medical conditions
• Children affected by the opioid epidemic
• Children of incarcerated parents
Vulnerable or underserved families and children
are not connected to, do not have access to, and do not
have information on the supports and services they
need in their natural environments.
Children in rural areasinclude those living in a
town or city with a population of 10,000 people
or fewer and a density of 150 people or fewer per
square mile.
Using this definition, the American Community Survey shows:
27% of New Hampshire children 0 through 5 are in rural areas
Slide 12
Today’s presentation
• How we defined the B–5 system and other key terms
• Key findings– Family experiences with B–5 system
– Issues relevant for providers– System-level issues
• Implications for B–5 system strategic plan
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Slide 13
Findings: Parent knowledge of B–5 system
• Awareness of many specific B–5 services is low among New Hampshire parents – Head Start and Early Head Start are the most recognized– Less awareness of home visiting, parent education, and child
developmental screening
Slide 14
Among targeted programs, Head Start/Early Head Start are one of best known
90
63
46
0
10
20
30
40
50
60
70
80
90
100
Head Start/Early Head Start
Child CareScholarship
Home visiting
Per
cent
age
of p
aren
t su
rvey
resp
onde
nts
who
had
he
ard
of th
e pr
ogra
m
Tota
l
Inco
me
> $
90
K
Tota
l
SOURCE: PDG Needs Assessment Parent Survey, 2019.
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Slide 15
Targeted programs tend to be better known among lower-income and rural families
90
63
46
93
70
51
88
58
39
90
62
44
94
71
56
0
10
20
30
40
50
60
70
80
90
100
Head Start/Early Head Start
Child CareScholarship
Home visiting
Per
cent
age
of p
aren
t sur
vey
resp
onde
nts
who
had
he
ard
of th
e pr
ogra
m
Tota
l
Inco
me
< $
45
K
Inco
me
> $
90
K
Non
rura
l
Rur
al
Tota
l
SOURCE: PDG Needs Assessment Parent Survey, 2019.
Slide 16
Some universal programs and those for children with disabilities are better known by higher-income families
7874 73
77
69 69
80 80 7877 76 75
85
77 77
0
10
20
30
40
50
60
70
80
90
100
Developmentalscreening
Early intervention(FCESS)
Preschoolspecial education
Per
cent
age
of p
aren
t su
rvey
resp
onde
nts
who
had
he
ard
of th
e pr
ogra
m
Tota
l
Inco
me
< $
45
K
Inco
me
> $
90
K
Non
rura
l
Rur
al
Tota
l
SOURCE: PDG Needs Assessment Parent Survey, 2019.
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Slide 17
Findings: Parent knowledge of B–5 system
• Awareness of many specific B–5 services is low among New Hampshire parents – Head Start and Early Head Start are the most recognized– Less awareness of home visiting, parent education, and child
developmental screening
• Parents report difficulty with accessing information about B–5 services– Those already receiving services often feel most informed– Key barriers to accessing information: limited phone service and
online access, lack of time
• Top information sources for parents are friends/family and Google
• Providers also report gaps in their knowledge of other service providers (e.g., who to refer to, what services they offer)
Slide 18
Findings: Family experience with accessto ECCE services
• Issues with accessing ECCE affect many families in New Hampshire
– 50% report having difficulty finding the ECCE program they wanted
– 25% feel they do did not have good ECCE choices
– 25% need care during nonstandard hours
– 25% couldn’t find the care they wanted for a week or more at least once in the past year
– 20% report quitting a job, school, or training in the last year because of issues with care
• Issues with access are greatest for some groups of families
– Those with the lowest income
– Those with children with special needs or complex medical issues
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Slide 19
Strong positive relationship between family income and preschool participation
26
3737
54
30
53
44
75
0
10
20
30
40
50
60
70
80
90
100
3-year-olds 4-year-olds
Per
cent
age
of a
ge g
roup
enr
olle
d in
pre
scho
ol income <100% FPL
Income 100-199% FPL
Income 200-299% FPL
Income > 300% FPL
Tota
l
Tota
l
SOURCE: American Community Survey data for New Hampshire, 2013–2017.
Slide 20
Findings: Family experience with accessto other B–5 services
• Parents lack understanding of the services available, their benefits, and whether they are eligible
• Other common barriers: provider shortages, high cost, lack of family-friendly hours, lack of transportation
• Navigating insurance options affects health-related services
• Program staff who interface with families are not always supportive
• Unique challenges are present for
– Parents of children with special needs or complex medical conditions
– Guardians, new citizens
• Many parents do not have employment-related supports to ease the burden
• Parents stress the need to advocate for their family and child
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Slide 21
Findings: Family experience with quality of B–5 services
• Parents often settle for what is available or affordable, even if lower quality—an “illusion of choice”
• Parents often define quality differently than experts– Relationships, logistics, and facilities/settings are important
• More favorable experiences with WIC, FRCs, home visiting services, and specific health care providers
• Parents have mixed views on the value of rating providers
• Parents facing complex situations would benefit from advocacy support, mental health services, and respite care
Slide 22
Findings: Transition to kindergarten
• Most parents receive support for their child’s transition to K– Most common: receiving information from the school and a child
visit to the school/classroom– Less common: sharing of information between a child’s ECCE
program and K teacher
• Parents are generally satisfied with the information, timeliness, and activities associated with the K transition
– Some parents did not feel well informed
– Some parents of children with special needs report issues with accessing special services in K
• Kindergarten teachers have some information about incoming children
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Slide 23
Findings: Coordination/continuity of other B–8 services
• Coordination of services is an issue, both at a point in time or over time, especially when children have special needs or complex medical conditions
• Examples of coordination issues– Requiring separate applications, repeating information– Not sharing information across providers– Not knowing what other providers offer
• Other complexities– Waiting lists for services– Physicians referring to out-of-network providers– Provider closings, family moves– Insurance gaps, maintaining services through school breaks
• Parents with advocates or navigators report better experiences
Slide 24
Today’s presentation
• How we defined the B–5 system and other key terms
• Key findings– Family experiences with B–5 system– Issues relevant for providers
– System-level issues
• Implications for B–5 system strategic plan
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Slide 25
Findings: B–5 workforce
• B–5 workforce members have varied backgrounds and positions
• Compensation, professional development (PD), and job satisfaction are closely tied to position and education level
Slide 26
Low earnings for early learning and care workforce
Occupation (BLS Code) Mean 10th50th
(Median)90th
a. Hourly wages ($)
Child care workers 11.51 8.32 11.11 15.43
Preschool teachers, except special education
14.84 10.59 14.05 19.97
Kindergarten teachers, except special education
– – – –
b. Annual earnings ($)
Child care workers 23,940 17,300 23,100 32,100
Preschool teachers, except special education
30,860 22,030 29,230 41,530
Kindergarten teachers, except special education
56,710 39,140 57,080 76,850
NOTE: 2018 dollars.SOURCE: BLS occupational wage data for New Hampshire, May 2018.
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Slide 27
Findings: B–5 workforce
• B–5 workforce members have varied backgrounds and positions
• Compensation, professional development (PD), and job satisfaction are closely tied to position and education level
• Lower-paid staff are more likely to receive public benefits
• Barriers to PD include time, distance/difficulty of reaching opportunities, and expense
• Overall job satisfaction is high, but about half plan to make a job change in 2-4 years, primarily to improve pay and benefits
• Commitment to the field appears to be high
• ECCE providers face staffing shortages that limit the number of children served
Slide 28
Today’s presentation
• How we defined the B–5 system and other key terms
• Key findings– Family experiences with B–5 system– Issues relevant for providers– System-level issues
• Implications for B–5 system strategic plan
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Slide 29
• Near universal concern with the shortage of quality facilities for ECCE and other B–5 services
• Near universal recognition that lack of integrated data limits care coordination and data-driven decisionmaking
• General agreement that state governance structures need to be improved
• Universal understanding that funding for the B–5 system is inadequate– Limits ability to expand awareness of and access to programs– More funding required to address quality, workforce, and facilities
issues– New Hampshire faces challenges in securing political support to
enact new revenue streams
Findings: System infrastructure and financing
Slide 30
Today’s presentation
• How we defined the B–5 system and other key terms
• Key findings– Family experiences with B–5 system– Issues relevant for providers– System-level issues
• Implications for B–5 system strategic plan
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Slide 31
Implications for PDG B–5 Strategic Plan
• Need to improve experiences of families in B–5 system: knowledge, access, and quality– Some issues are more prevalent for the most vulnerable children
families (e.g., complex systems, transportation, internet/phone)– Other issues are common across most families (e.g., knowledge
gaps, cost as barrier, service coordination)
• Equally important to address needs of B–5 workforce (e.g., compensation, professional learning) and providers (e.g., workforce, facilities, funding)
• System improvement also requires attention to other infrastructure elements: integrated data systems, well-functioning governance structure
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