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Search the stacks for citations and summaries of new or classic books, reports and research papers on topics like recruitment and retention, turnover, career development and compensation. When possible, we have provided a link to the original source.
The focus of the information collected here is on practitioners working with children and youth aged 6-18. However, we feel the research collected and analyzed by the allied Early Care and Education field is relevant and is therefore included in this resource list.
If something is missing, please let us know.
Building a Professional Development System that Works for the Field of Out-of-School-Time: The Most Initiative
According to the author of this report, studies over the last 10 years have proven the critical importance of quality out-of-school-time programs for children and youth. Research shows that the most important element in creating quality programs is a strong knowledgeable workforce with the skills to meet the needs of children and youth. This article includes the elements of a professional development system with recommendations for the key elements in developing a professional development system.
Costley, Joan: Wheelock College Center for Career Development in Early Care and Education; The Most Initiative: and the National Institute on Out-of-School-Time (NIOST)
California Child Care Work Force Study: Family Child Care Providers and Assistants in San Francisco County 2001
This study analyzes licensed in-home family care providers in eight northern California counties, focusing on wages and benefits, professional preparations and continued education as well as career longevity in the field. This survey is representative of 49 percent of the 529 homes reported that comprise the total population of licensed family care providers. The results of this study were similar to those reported throughout the state. The majority of providers were parents themselves who had been operating childcare programs in their homes for years, earning incomes lower than the minimum needed to support their families.
The Center for the Child Care Workforce, The California Child Care Resource & Referral Network and The Institute of Industrial Relations, University of California at Berkeley: California Child Care Work Force Study: Family Child Care Providers and Assistants in San Francisco County 2001
California Child Care Workforce Study: Center-Based Child Care Staff in San Francisco Country 2001
This survey-based study provides information on both for and not for profit licensed childcare centers in California. This study reflects the characteristics of the centers, the workforce including the size, stability and career preparation of the staff including their wages and benefits and rate of turnover. This report concludes that although childcare is a $5 billion industry in California, a number of childcare providers employed a low wages and that this group is a fast-growing subgroup of the working poor.
The Center for the Child Care Workforce, The California Child Care Resource & Referral Network and The Institute of Industrial Relations, University of California at Berkeley: California Child Care Work Force Study: Family Child Care Providers and Assistants in San Francisco County 2001
Early Education Quality: Higher Teacher Qualifications for Better Learning Environments- A Review of Literature
The national trend in early childhood education is to raise teacher qualifications emphasizing college degrees in early childhood education and child development. This research paper reviews what the scientific literature says about the relationship between teacher preparation and child outcomes in early childhood education. The central question that this paper attempts to answer is whether teachers with a B.A. degree in early childhood education provide better-quality preschool experiences that lead to a better outcome for children three to five years in age.
Whitebook, Mary (2003) Early Education Quality: Higher Teacher Qualifications for Better Learning Environments- A Review of Literature Institute of Industrial Relations University of California, Berkeley
From Contrast to Concrete: Issues in Building a Skilled and Stable Out-of-School Time Workforce
With the enormous potential of growth opportunities of individual programs and the developments in the areas of accreditation and credentials, building a skilled and stable work force is being blocked by high staff turnover, increased demands for quality centers and a lack of consensus to the fields identity. This article reflects on the pieces of the professional development system, crossing over and uniting boundaries, and improving the public's image to develop out of school time as a profession.
Noonan, A., From Contrast to Concrete: Issues in Building a Skilled and Stable Out-of-School Time Workforce The National Institute on Out-of-School Time, Afterschool Issues , 2001
Inside the Pre K- Classroom: A Study of Staffing and Stability In State-Funded Prekindergarten Programs
This study is a comparison of five states current qualifications of pre-k teachers in pre-k service education. Two of the findings of this state by state report indicate that teaching staff in publicly-operated pre-k programs had higher qualifications that those in -privately operated programs and that the average rate of pay was higher in the public program than in the privately operated programs. This report concludes with a list of recommendations along with policy implications of the findings.
Bellm, D., Burton, A., Whitebook, M., Broatch, L., Young, M., Inside the Pre K- Classroom: A Study of Staffing and Stability In State-Funded Prekindergarten Programs Center for the Child Care Workforce, Washington, D. C.
Key Facts: Essential Information about Child Care, Early Education and School-Age Care
A briefing book published by the Children's Defense Fund, includes a series of fact sheets that concern child care, early education and school age care. This publication is divided into five parts. The first section discusses the correlation between quality child care and school success. The second section gives emphasis to the challenges families encounter trying to find affordable, quality childcare and discusses the trade off that many low-income families make and the effects on the children. The remaining sections discuss the policies and programs that support child care, the public recognition concerning the importance of quality child care as well as a state by state tables on child care, early education and school-age care. This report then compares these policies to those established in other countries.
Schulman, Karen; Key Facts: Essential Information about Child Care, Early Education and School-Age Care The Children's Defense Fund (2003)
Meeting the Challenge: Financing Out-of-School Time Programming in Boston and Massachusetts
Although Out-of-School (OST) programs for children and youth attract a growing interest by both policy makers and the private and public sectors, funding for an adequate and high quality system still proves elusive. Addressing this issue, The Parents United for Child Care, launched the Out-of-School Time Financing Initiative. In the fall of 1999 a meeting was convened and a working group formed to consider the options for long-term, stable funding. The group included parents, teachers, out-of-school time providers as well as representatives from the health care industry, juvenile justice system, businesses as well as state and federal government agencies. This report discusses the findings and recommendations for both funding and the action needed.
Wechsler, Kershaw, Fresh and Bundy: Meeting the Challenge (2001): Financing Out-of-School Time Programming in Boston and Massachusetts Parents United for Child Care Boston MA
No Dream Denied: A Pledge to America's Children
This summary report addresses a variety of issues and examines the quality of teachers currently in schools. This report asks a series of questions that include why doesn't every child have a qualified teacher, the teacher retention crisis, and organizing schools for teaching and learning success. This summary report concludes with suggestions on how to build a professionally rewarding career in teaching and at the same time holding educators at every level accountable for the quality of teaching in our schools.
No Dream Denied: A Pledge to America's Children, National Commission on teaching and America's Future, Summary Report, 2003
Nurturing Caregivers: Low Pay, Minimal Training Requirements, And High Turnover Characterize Those Who Care For Preschoolers.
According to researchers at National-Louis University, few children in Illinois attend a preschool that requires a teaching degree for its instructors. The report attributes the lack of degree requirements to a dead end career path with low pay, and a high rate turnover. This report also sites that those instructors who already hold a degree are not often compensated for improving their skills or training. Illinois is not alone, this report indicates that over 30 states follow this policy.
Jacobson, L. Nurturing CareGivers: Low pay, minimal training requirements, and high turnover characterize those who care for preschoolers. Quality Counts, 2002: Building Blocks for Success
Professional Development Systems: The State of the States
This article discusses the enormous opportunities to engage state and local leaderships in discussions about a career-development system in the child care industry. The article outlines five key elements developed by researchers at Wheelock College that help define early care and education as both a professional field and a field of study at the national level. Identified in this article are three problems that can hinder progress, readiness, infrastructure and sustainability. The article also sites the efforts that are being made by organizations in various states.
Gannett, E., Nee, J., Smith, D: Professional Development Systems: The State of the States School-Age Review, Number 3, spring 2001 National School-Age Care Alliance, Boston, MA.
State of Connecticut Professional Development Goals and Strategies Matrix
Compiled by Connecticut School-Age Care Alliance, 2006.
CT Matrix
The Unsolved Challenge of System Reform: The Condition of the Front Line Human Services Workforce
What do frontline human services workers need to achieve the strength and stability to do their jobs right and offer vulnerable children real help? This research report funded by the Annie E. Casey Foundation offers eight key factors that the authors believe pose the greatest challenges to this workforce. The report identifies eight promising approaches to improve the frontline human service delivery, and has mapped out ways to use the knowledge gained to bring attention to the issues and garner support.
Human Services Workforce Initiative, The Annie E. Casey Foundation (2003) The Unsolved Challenge of System Reform: The Condition of the Front Line Human Services Workforce Baltimore Maryland
Youth Development: On The Path Toward Professionalization
This article attempts to answer the question of whether or not those employed in youth development form a profession. Those workers in the field have no doubt, but for anyone within the career counseling offices of secondary and post secondary schools there is uncertainty. This report charts the achievements the field has made and offers suggestions for staff development.
Hahn, Andrew; Raley, Gordon, 1999, Youth Development: On The Path Toward Professionalization, National Assembly, Washington D.C
Educating Youth Development Professionals: Current Realities, Future Potential
This paper identifies the educational opportunities available to youth development professionals at all levels including front-line, managers and administrators and makes recommendations for strengthening the professional development system for the youth development field.
The researcher contacted over 80 different direct service and intermediary organizations as well as colleges and universities. Contact information and descriptions of training, coursework and other career development programs are described.
Borden, L. (2002). Education Youth Development Professionals: Current Realities, Future Potential. The National 4-H Council
An Evaluation of Building Exemplary Systems for Training Youth Workers (BEST): A summary report.
Using surveys, interviews, and written reflection logs, the researcher gathered data from before and after youth workers underwent Advancing Youth Development (AYD) training. The data was aimed at recording participation in and impact of AYD training on youth workers, the impact of the BEST (Building Exemplary Systems for Training Youth Workers) Initiative on organizations with AYD trained workers, and the successes and barriers to the implementation and sustainability of the initiative. The author lists the various ways youth workers said the AYD training impacted their practices. Additionally, a list is included detailing the ways in which organizations participating in the BEST initiative strengthened their support systems for youth workers. The author highlights that low pay and limited benefits were linked to how long youth workers planned to stay in the field, but does not expand on how the BEST initiative might address such an issue. The author concludes that the BEST initiative is meeting its goals in addressing the needs of youth workers.
Fancsali, C. (2002). An evaluation of Building Exemplary Systems for Training Youth Workers (BEST): A summary report. New York City: Center for School and Community Services Academy for Educational Development.
Building an Out-of-School Time Delivery System in Boston with a Special Focus on Workforce Development and Financing
This case study examines the progress made in developing a systemic approach to expanding and enhancing out-of-school time in Boston by the Parents United for Child Care. It examines the professional development and program improvement and financing strategies.
Parents United for Child Care (July 2001). Building an Out-of-School Time Delivery System in Boston with a Special Focus on Workforce Development and Financing. Boston, MA: Author.
Creating Better School-Age Care Jobs, Model Work Standards
The Model Work Standards are designed as an education tool to articulate what school-age providers need in order to have a high-quality work environment. The provide an assessment tool for evaluating how a school-age care program measures up to providing a high-quality workplace and a planning tool for setting goals to improve job conditions and measuring success.
Center for the Child Care Workforce. (2001) Creating Better School-Age Care Jobs. Washington, DC: Author.
Educating Youth Development Professionals: Current Realities, Future Potential
This is a report on the state of professional development for youth development professionals. It provides information that serves as a basis for the ongoing discussion on the development of an integrated multi-level educational plan that will integrate the existing quality educational opportunities being offered across the United States. Also, this investigation was designed to identify the educational opportunities currently available to youth development professionals at all levels.
Borden, L. M. (2002). Educating Youth Development Professionals: Current Realities, Future Potential. Tucson, AZ: Institute for Children, Youth & Families – University of Arizona.
Estimating the Size and Components of the Child Care Workforce and Caregiving Population
This preliminary report discusses findings from a two-year study conducted by the Center for the Child Care Workforce & Human Services Policy Center at the University of Washington. The study is an effort to develop a framework and methodology for quantifying the size and characteristics of the U.S. Child Care Workforce (those serving children ages 0-5). The basis of the report is that the size of the workforce is grossly underestimated therefore making it impossible to accurately assign funding and develop training for caregivers.
Burton, A., Whitebook, M., Young, M., Bell, D., Wayne, C., Brandon, R. N., Maher, E. (2002). Estimating the Size and Components of the Child Care Workforce and Caregiving Population. Washington, DC: Center for the Child Care Workforce & Human Services Policy Center.
National Institute on Child Health and Human Development Study of Early Child Care and Youth Development.
The NICHD Study of Early Child Care is a comprehensive, scientific study launched in 1989 to answer the many questions surrounding the relationship between child care experiences and characteristics and child care developmental outcomes. Phases I and II of the study have been completed and analyzed, while Phase III will be conducted until 2005.
NICHD Early Child Care Research Network. (1993). National Institute on Child Health and Human Development Study of Early Child Care and Youth Development.
Report Claims Child-Care Workers Have Been Largely ‘Undercounted.’
This article discusses a study conducted by the Center for the Child Care Workforce claiming that the size of the child care workforce is an ambiguous number making funding and training even more difficult.
Jacobson, L. (May 8, 2002). Report Claims Child-Care Workers Have Been Largely ‘Undercounted.’ Bethesda, MD: Education Week.
Standards for the Education and Training of Youth Workers
This paper explores the development of training standards as a guide for community-based training systems to strategically address the professional development of youth workers. In the youth workers’ field, it has been agreed that the need to develop standards is growing, especially for those who work at the community level. This paper looks at the need for standards at the different levels from early childhood to special education.
Ogletree, R. and Stevens, R. (April 1997). Standards for the Education and Training of Youth Workers. Chicago, IL: The Chapin Hall Center for Children at the University of Chicago.
The Health of the Human Services Workforce
Due to the part-time nature of the work, frequency of job turnover, and perceived lack of interest or resources to join professional associations, the human service workforce is difficult to locate. In addition to the desire to glean general demographic information about human services workers, the goal of the survey was to determine how satisfied human service workers are with their jobs and whether or not they feel they have had the proper support, training, education or certification to do their job well.
This report is the result of a survey of 1,213 child care, child welfare, youth services, juvenile justice and employment and training workers. According to the study, 2/3 of the workers who fit into these categories serve low-income children, youth and families and it is these workers who comprise the human services workforce. A comparison group of workers who fall into the same workforce categories but serve higher income children, youth and families was used to examine the impact of serving low income clients.
Light, P. (2003). The Health of the Human Services Workforce. Washington DC: Center for Public Service, The Brookings Institution.
Worthy Work, Unlivable Wages The National Child Care Staffing Study, 1988-1997
This report is a follow up to the National Child Care Staffing Study conducted by the Center for the Child Care Workforce in 1998. The report concludes that despite a major public investment in the U.S. child care system during the nine years of the study, job conditions in the profession remain substandard. Wages have stagnated at near-poverty level, despite the above-average levels of education in this workforce. Child care centers report high levels of turnover and serious difficulty in finding qualified teaching staff, leading to problems of inconsistent care, understaffing and the strong potential for unsafe conditions for children. The study findings come from a sample of above-average child care centers, a disproportionate number of the lower-quality centers in the original sample having closed since 1998.
Whitebook, M., Howes, C. & Phillips, D. (1998). Worthy Work, Unlivable Wages The National Child Care Staffing Study 1988-1997. Washington, DC: Center for the Child Care Workforce.
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Early Childhood Education Career Development Ladder
This policy brief describes the essential components for a quality child care giver. It proposes a career development ladder for early childhood education teachers based on experience, responsibility and education. Government funding would finance wage increments based on education, while participating centers would pay for increments based on experience and responsibility.
Economic Opportunity Institute. (November 1998). Early Childhood Education Career Development Ladder. Seattle, WA: Author.
Continuing Along the Road: The Status of SAC Credentialing Activities
Update on the status of 12 states that, in 1998, had indicated plans for establishing a credential for school age care (SAC) staff.
Nilsen, E. A. (August 2000). Continuing Along the Road: The Status of SAC Credentialing Activities. Wellesley, MA: The National Institute on Out-of-School Time at the Wellesley Centers for Women.
Credentialing in Out-of-School Time Programs
This paper discusses the issues surrounding credentials for school age care while comparing credentialing to career development alternatives. It also outlines the work necessary to prepare for implementation of a credential and the possible benefits of the credential to staff, care providers, and the government. The author claims that credentialing leads to higher quality staff and programs, which entitles programs to more funding in some states. Consequently, these programs would have the means to increases employees' wages and benefits. The plan proposed in the article incorporates quality improvement and increased compensation in addition to the credential.
Morgan, G. (1998). Credentialing in Out-of School Time Programs. Wellesley, MA: National Institute on Out-of-School Time.
On the Road to SAC Professionalism: Emerging Models, Trends, and Issues in Credentialing. A Working Paper.
The researcher sent credentialing surveys to individuals and institutions with links to the school age care field in all fifty states plus the District of Colombia. Surveys, which included items on the different types of credentials, the work involved in their development, the ways in which they would benefit staff, and the obstacles deterring their implementation, were collected from 73 respondents in 39 states. Fifteen states had a credential in place, were in the piloting phase, or were in the process of developing a credential. The most common requirement for the credential was college coursework, and credentials in 13 states offered participants college credit. Nearly all of the programs charged participants a fee, and most also relied on state, federal, or private funding. States without credentialing programs or plans to implement one often cited a lack of interest from institutions of higher education as a barrier.
Nilsen, E. A. (1999). On the Road to SAC Professionalism: Emerging Models, Trends, and Issues in Credentialing: A Working Paper. Wellesley, MA: National Institute on Out-of-School Time.
The Child Development Associate: Lessons and Implications for the Field of Youth Development
This paper explores the Child Development Associate Credential’s components and its development process to determine what lessons the youth development field could learn from the CDA’s impact on child care workers individually and the child care profession as a whole. The child care field has reached several milestones of a recognized profession, one of which is promoting standards of program quality and recognition of child care workers.
National Training Institute for Community Youth Work. (2000). The Child Development Associate: Lessons and Implications for the Field of Youth Development. Washington, DC: Academy for Educational Development.
Building a Stronger Child Care Workforce: A review of Studies of the Effectiveness of Public Compensation Initiatives
This report reviews preliminary findings on the implementation and early effects of publicly supported compensation initiatives on the childcare work force. The report examines efforts to monitor early program developments and funding and looks to whether these programs have been able to reach their target populations. This report also reviewed documented effects on staff turnover, income and education and when available worker morale and their feelings of professionalism.
Jadotte, Golin, Gault; Building a Stronger Child Care Workforce: A review of Studies of the Effectiveness of Public Compensation Initiatives, Institute for Women's Policy Research Washington, D.C.
Current Data on Child Care Salaries and Benefits in the United States
This statistical report not only compares the most recent salaries and benefits data of childcare providers with that of other occupations but also evaluates a state by state wage comparison within the field. It goes on to show that the current market wages are insufficient to secure a skilled and stable work force; and points out that 98% of the workforce in this field are women, many are parents, have a higher than average education and suffer from one of the highest concentrations of poverty level jobs than almost any other occupation in the United States.
Center for the Child Care Workforce March 2002, Current Data on Child Care Salaries and Benefits in the United States, Washington, D.C.
Fifty Cents on a Dollar: Child-Care Compensation in Maryland
The content of this report is based on the results of a survey that was randomly distributed to family childcare providers and center based staff in 1998. These finding provide statistical data that includes compensation for family child care providers; experience and education levels, as well as compensation and benefits of the staff and the future plans of family child care providers. Some policy implications that came from the survey results include wage supplements and retention grants, childcare subsidy programs and health insurance benefits.
Compensation Subcommittee of the public Policy Committee, Maryland Committee for Children, Nov 1998 Fifty Cents on a Dollar: Child-Care Compensation in Maryland
Making Work Pay in the Child Care Industry: Promising Practices for Improving Compensation
This comprehensive report on strategies to improve compensation in childcare analyzes the structural and social barriers to investing in decent paying childcare compensation. This study also profiles a wide range of federal, state and local initiatives to increase childcare compensation, and outlines a recommended agenda for further action by states and communities.
Bellm, Burton, Shukla & Whitebook, (1997) Making Work Pay in the Child Care Industry: Promising Practices for Improving Compensation. National Center for the Early Childhood Work Force, Washington, D.C.
Massachusetts Child Care Center & School Age Program Salary and Benefits Reports
This study conducted by the Massachusetts Child Care Resource and Referral Network for the Massachusetts Office of Child Care Services with the assistance of the TEC Associates collected information on the salaries, benefits and working conditions of the child care workforce employed within the Commonwealth. This report was used to provide accurate data to policy makers to assess the status of the child care workforce in the Commonwealth.
Massachusetts Child Care Resources and Referral Network for the Massachusetts Office of Child Care Services (2000) with Dr. Alan Bernstein, Project Consultant. Massachusetts Child Care Center and School Age Program Salary and Benefits Report, Massachusetts Author
Supporting Quality Early Childhood Care and Education: Addressing Compensation and Infrastructure
This article asks the questions what is involved in establishing staff qualifications and compensation, a professional development system, a regulatory system, and a governance and systems administration. This report summarizes expert opinions, ideas, and suggestions to providing both a monitoring system and ongoing advocacy for quality, affordability and accessibility.
Kagan, S.; Brandon, R.; Ripple, C.; Maher, E.; and Joesch, J.: Supporting Quality Early Childhood Care and Education: Addressing Compensation and Infrastructure, Young Children, May 2002
Toward Better Child Care Worker Compensation: Advocacy in Three States
This study is a review of how advocates have moved the issue of childcare worker compensation forward in the public policy arena in Georgia, Massachusetts, and Washington. These states were selected because they offer a rich diverse approach in addressing compensation issues. The diverse factors provided an opportunity to examine the similarities and differences of how the issues of childcare worker compensation reaches state-level policy agendas.
De Vita, Twombly, & Montilla (2002) Toward a Better Child Care Worker Compensation: Advocacy in Three States
The Urban Institute
Child Care Compensation: What Does it Mean for Parents?
This brief article translates a variety of research reports and studies on compensation for parents of children in child care. Included are statistics from an Illinois statewide salary survey and proposed solutions to the child care compensation crisis and the role parents can play in easing the crisis.
Patten, P. (2000). Child Care Compensation: What Does it Mean for Parents? Champaign, IL: National Parent Information Network.
Child Care Worker Advocacy in Georgia: Site Report. In addition to collecting information from print and on-line sources, the authors interviewed individuals with first-hand knowledge of the issue of compensation for child care workers in the state of Georgia. The report outlines factors related to compensation including demographics, economic conditions, and policy initiatives. The influence of organizations and legislators, arguments for the need to increase compensation, and examples of success and reasons for failure are also discussed. The authors conclude that expanding parents’ awareness of the issue, using policies that incorporate several different approaches, including all organizations related to the field of child care, and securing the necessary funds could contribute to future increases in compensation.
Askew, R. & Wallace, S. (2002). Child Care Worker Advocacy in Georgia: Site Report. The Urban Institute: The Center on Nonprofits and Philanthropy.
Child Care Workers: High Demand, Low Wages
This article provides an overview of child care employment, identifying its key characteristics and issues impeding the development of a skilled and stable workforce to meet the need for quality early care and education services. Characteristics of child care jobs are summarized, including information about poverty-level earnings, poor benefits, unequal opportunity, and high turnover. Market pressures that depress wages in this sector are explored with particular attention to the impact of welfare reform. Also reviewed are institutional barriers to improving child care jobs, such as insufficient funding, lack of organizational representation, a stark resistance to national program standards, and unsupportive reimbursement and funding policies. The article concludes with highlights of current initiatives to improve child care jobs, including the North Carolina scholarship program, the U.S. Army Child Development Services' Caregiver Personnel Pay Plan, Head Start quality improvement efforts, mentoring and apprentice programs, grant programs, and union and community organizing.
Whitebook, M. (May 1999). Child Care Workers: High Demand, Low Wages. Philadelphia, PA: The Annals of the American Academy of Political and Social Science, 146-161.
Finding a Better Way: Defining Policies to Improve Child Care Workforce Compensation
This article explains the terminology of child care worker compensation while proposing more accurate and detailed terms. The authors describe differences between various initiatives to improve compensation (i.e., increasing wages vs. providing financial rewards, giving funds to child care centers vs. directly supplying workers with greater compensation). Suggestions for continued progress in the area of compensation include creating a larger movement for investing in child services and building a system to incrementally increase child care workers’ wages, access to benefits, and skills.
Whitebook, M. & Eichberg, A. (May 2002). Finding a Better Way: Defining Policies to Improve Child Care Workforce Compensation. Young Children.
Getting Compensation for Child Care Workers on the Policy Agenda in Massachusetts: An In-depth Look at Advocacy Efforts.
To gain information on the issue of compensation for child care workers in the Commonwealth of Massachusetts, the authors reviewed print media and web pages and conducted interviews with people involved in the child care sector. The report addresses various aspects of the issue, including the current situation for child care workers in Massachusetts, prior reform efforts, prominent initiatives, individuals and organizations working for change, and the main approaches to increasing compensation. The authors contend that improvements in compensation would be facilitated by a strong economy, clear and detailed proposals, effective leadership, wide support, and a combined effect of several different initiatives.
Friend, M. & Hatch, L. A. (2002). Getting Compensation for Child Care Workers on the Policy Agenda in Massachusetts: An In-depth Look at Advocacy Efforts. The Urban Institute: Report for the Center on Nonprofits and Philanthropy.
Improving Child Care Worker Compensation in Washington State: A Case Study
The authors explore the issue of compensation in the state of Washington using information from print and on-line sources and from interviews with people connected to the child care industry. The report examines the impact of politics, the economy, and social conditions on compensation for child care workers and discusses the main arguments for and against improving compensation. It then lists and evaluates the success of initiatives and strategies to increase wages and benefits. The authors address the challenges to securing better compensation for child care workers and the most beneficial means of securing higher wages and better benefits for employees in the field. Including child care workers, working to implement promising ideas, researching and developing policies, and increasing public awareness are all cited as important factors in achieving increases in compensation.
Heg, D. & Snyder, S. Improving Child Care Worker Compensation in Washington State: A Case Study. The Urban Institute: The Center on Nonprofits and Philanthropy.
New Perspectives on Compensation Strategies for the Out-of-School Time Workforce
This paper provides an overview of the different issues contributing to the workforce crisis and discusses how specific initiatives from across the country are working to improve compensation for the school-age workforce.
Morgan, G., and Harvey, B. (2002) New Perspectives on Compensation Strategies for the Out-of-School Time Workforce. (Wellesley Centers for Women Working Paper Series Report No. CRW29). Wellesley, MA: The Wellesley Centers for Women.
Our Child Care Workforce: from Recognition to Remuneration More Than a Labour of Love. Executive Summary.
This report examines the challenges caregivers face and the impact of these issues on child care in Canada. The study proposes recommendations to deal with the complex human resource issues in this sector.
Beach, J., Bertrand, J. and Cleveland, G. (1998). Our Child Care Workforce: from Recognition to Remuneration. Executive Summary. Ottawa, Ontario, Canada: Child Care Human Resources Steering Committee.
Salaries and Benefits in the Youth Development Field 1995
This survey measured the compensation, benefits, minimum educational requirements, number of position vacancies, and average tenure of youth development professionals in community-based agencies affiliated with the National Collaboration for Youth.
The National Collaboration for Youth. (1995). Salaries and Benefits in the Youth Development Field 1995. Washington, DC: Author.
Salary Improvements for Head Start: Lessons for the Early Care and Education Field
This report examines how the salary increases were implemented across and within different Head Start agencies, and identifies features of the plan – and of the structure of Head Start agencies – that either helped or hindered the salary improvement effort.
Whitebook, M. and Gaidurgis, A. (1995). Salary Improvements for Head Start: Lessons for the Early Care and Education Field. Washington, DC: National Center for the Early Childhood Work Force.
State Initiatives to Increase Compensation for Child Care Workers
This article presents a diversity of policies that deal with the problem of low wages for child care workers.
The authors divide the initiatives into two main categories: (1) strategies that indirectly deal with the issue of low compensation by either offering professional development and training to workers or by increasing the funds allocated to child care centers and (2) direct strategies that focus on providing workers with benefits and increasing their wages. An evaluation of policies employed by states reveals that indirect strategies are more common. The authors tested several hypotheses to explain the likelihood of a state taking action on the issue of increasing compensation for child care workers through an examination of several information sources. None was statistically significant. However, states that lead in compensation initiatives tend to have governors who pushed for implementation of strategies. The researchers stress the need for additional data in order to evaluate the effectiveness of various policies.
Twombly, E.C., Montilla, M. D., & De Vita, C. J. (2001). State Initiatives to Increase Compensation for Child Care Workers. The Urban Institute. Retrieved from the World Wide Web at http://www.urban.org/employment/childcare-workerscomp.html on February 26, 2002.
The Economics of Caring Labor. Executive Summary.
The A. L. Mailman Family Foundation and the Foundation for Child Development convened a group of individuals concerned about child and elder-care compensation. Meeting participants represented diverse disciplines, including economics, labor, public policy, psychology, health care, and private foundations. Two broad approaches were represented - raising wages directly and launching campaigns to affect wages by more indirect means. In addition to these strategies, more specific recommendations were developed as a guide to action. Because we know more about the problem than about how to solve it, the recommendations reflect a need for a better understanding of potential policy approaches and underlying issues.
Ripple, C. (2001). The Economics of Caring Labor: Improving Compensation In The Early Childhood Workforce. Executive Summary. New York, NY: Foundation for Child Development.
Working for Worthy Wages: The Child Care Compensation Movement, 1970-2001
From information from interviews and discussions along with materials published by advocacy groups, the author traces the development of the movement for improving child care compensation. The report outlines the primary factors influencing the issue, the individuals and groups working for change, the strategies employed to increase compensation, and the major setbacks and successes for each of the movement’s three fundamental periods (1970-1985, 1985-1995, and 1995-2001). The author recommends that advocates meet to develop ways to facilitate organization, work out disagreements about strategy, and restructure to maximize efficiency and influence so that the movement can prosper in the future. Limitations: This report focuses on compensation for workers caring for young children and may not relevant to the issue of improving wages and benefits for people and programs dealing with school-aged children.
Whitebook, M. (2002). Working for Worthy Wages: The Child Care Compensation Movement, 1970-2001. University of California, Berkeley: Institute of Industrial Relations.
Save Head Start; Understand The Issue: Head Start Survey: U.S. Senate Bill Would Backfire By Triggering "Major Meltdown" In Teachers in Program
An online poll of 2,341 Head Start Instructors reveal that 72% would look for other work if a bill pending before the U.S. Senate become federal law. The bill creates an un-funded B. A. mandate that would require Head Start teachers, who are already underpaid by public school standards, to complete their B. A. in five years. This bill also gives the U.S. Department of Health and Human Services and state governors' a five-year window and the authority to shut down any local Head Start Programs. Due to the potential shutdowns, more than half of the instructors who could get a higher degree said they would be less likely to do so under this program. With all the uncertainty surrounding the bill and the program, more than 90% of those surveyed responded that it would be difficult to attract new teachers, which further jeopardizes the program.
Save Head Start; Understand The Issue: Head Start Survey: U.S. Senate Bill Would Backfire By Triggering "Major Meltdown" In Teachers in Program
Retrieved from the World Wide Web at:
http://www.saveheadstart.org/121703surveyrelease.html
Championing Child Care
This book constructs and examines the complex constellation of political factors that has determined the outcome of child care deliberations since 1970. Ms. Cohen demonstrates how the ongoing ambivalence of policymakers across the political spectrum about non-parental child care has colored the debates over the past 30 years. This book offers an inside look into the forces that have contributed to the national child care agenda.
Cohen, S. S. (2001). Championing Child Care. New York: Columbia University Press
Do Living Wage Laws Help Low-Wage Workers and Low-Income Families?
This research brief questions the effects of living wage ordinances passed in different U.S. cities and jurisdictions.
Public Policy Institute of California. (March 2002). Do Living Wage Laws Help Low-Wage Workers and Low-Income Families? Research Brief. San Francisco, CA: Author.
Recruiting and Retaining YMCA Child Care Staff in Today's Challenging Climate
According to the authors of this report, the one resounding issue that continues to plague childcare providers is the inability to maintain a stable, consistent, and qualified work force. This paper identifies issues in staff recruitment and retention, lists strategies and offers suggestions that have worked in the YMCA and in other sectors of childcare providers across the country. This paper identifies steps to help resolve the retention crises that include the need to offer more attractive salaries and benefits, as well as recognition for the valuable role childcare professionals' play.
YMCA of the USA, October 2000, Recruiting and Retaining YMCA Child Care Staff in Today's Challenging Climate, Chicago Illinois http://www.ymca.net
The Health of the Human Services Workforce
In 2002, the Princeton Survey Research Association conducted a national survey of 1,213 workers in the fields of child welfare, youth services, and juvenile justices who mainly serve people of low-income. The survey reveals that 81% of the workforce reported the likelihood of early burnout while another 70-75% felt that they were overloaded, felt frustrated and unappreciated. Despite limitations, frustration levels, and long hours many human service workers are deeply committed to helping children, youth and families. This report also compares the results with other human service sectors.
Light, P. Center for the Public Service; The Brooking Institution, Wagner School of Public Service, New York University, 2003
The Union Advantage in Child Care: How Unionization Can Help Recruitment and Retention
This report compares statistical data collected from both union and non-union childcare centers in Canada and explores the influence unions have on wages, benefits, working conditions and quality in childcare. Based on the findings and raw data collected from the study Unionization and Quality in Early Childhood Setting, this report explores workforce and quality issues, professionalism, training and education, and the union challenges.
Kass,J., Costigliola, B. The Union Advantage in Child Care: How Unionization Can Help Recruitment and Retention , Child Care Connections: Attracting and Keeping Qualified Staff in Child Care Project
Turnover Begets Turnover: An Examination of Job And Occupational Instability Among Child Care Center Staff
According to the authors of this article, job and occupational turnover in childcare centers far exceeds that of other teaching settings. The authors focus their attention on the turnover amongst the teaching staff and directors within high quality childcare centers. Data collected from the U.S. Department of Labor anticipates job growth of approximately 33-39 % from 1998 through 2008 to meet the demands of the current 30% annual turnover rate. Defined in this article are the three main types of turnover and the effects it has on both the viability of the centers, and the disruptions it causes to the children they serve.
Whitebook,M. Sakai, L., Turnover begets turnover: an examination of job and occupational instability among child care center staff. Early Childhood Research Quarterly 18 (2003)-273-293
Center for the Study of Child Care Employment, Institute of Industrial Relations, University of California at Berkley
Understanding and Minimizing Staff Burnout: An introductory packet
This packet of information designed by the UCLA's Center for Mental Health in Schools Training and Technical Assistance Clearinghouse defines the term burnout, and lists some of the various causes. In addition, this report gives general approaches as well as organizational solutions for reducing both stress and burnout, and provides models for teaching effective coping strategies. Within the context of this report are models and suggestions that can help individuals and organizations to avoid burnout and stay healthy as well as techniques to help staff bounce back.
The Center for Mental Health in Schools, Training and Technical Assistance, UCLA Understanding and Minimizing Staff Burnout: An introductory packet http://smhp.psych.ucla.edu
After School Issues: Ready to Roll
In this issue of the Cross Cities Network research brief, five cities—Los Angeles, San Diego, Denver, New York, and Chicago—share their experiences with recruiting, orienting, and training first-year after-school staff.
Surr, W. (March 2001). After School Issues: Ready to Roll. Wellesley, MA: National Institute on Out-of-School Time, The Wellesley Centers for Women.
After-School Programs Proliferate; Funding, Staffing Seen as Problems
This article looks at the challenges that public schools face in their after-school programs for young students. The inadequate funding and staffing, according to a survey of schools principals is available online at www.naesp.org/afterschool/report.pdf. This report is dissected (in this article) and states the three biggest challenges facing after-school programs are: obtaining enough funding, finding and retaining good staff members, and securing transportation for students.
Bowman, D. H. (2001). After-School Programs Proliferate; Funding, Staffing Seen as Problems. Bethesda, MD: Education Week.
An Assessment of Child Care Workers' Job Satisfaction Using the Job Descriptive Index
This article reports the results of 200 Texas child care workers’ job satisfaction using the Job Descriptive Index (JDI), which measures along five variables: supervision, co-workers, the job itself, pay, and promotional opportunities.
Finnell, B. S. (1999). An Assessment of Child Care Workers' Job Satisfaction Using the Job Descriptive Index. Milwaukee, WI: Journal of Child and Youth Care Work, 55-62.
Child Welfare Workforce Challenge: Results from a Preliminary Study
The Alliance for Children and Families, American Public Human Services Association, and Child Welfare League of America formed a partnership to gather data about the workforce challenge among public and private, non-profit agencies serving children and families. They also gathered data about practices in recruiting and retention of a quality childcare workforce. These findings and recommendations are to lay the groundwork for future studies and are prepared for sharing with the New Administration and Congress in 2001.
Alliance for Children and Families, American Public Human Services Association, and Child Welfare League of America. (2001). Child Welfare Workforce Challenge: Results from a Preliminary Study. Washington, DC: Author.
Decent Child Care at Decent Wages
This article proposes three strategies for attracting and retaining a professional workforce: publicly-supporting the child care industry with tax dollars; unionization; and financial support from government and private sources for training and cash rewards to workers who undergo training and agree to stay in the workforce.
Bergmann, B. R. (January 2001). Decent Child Care at Decent Wages. Boston, MA: The American Prospect vol. 12 no. 1.
Economic Boom Leaves Youth Agency Jobs Empty T
This article gives an in-depth look at one of the biggest obstacles that prevents child care programs from holding onto their employees, and offers suggestions, other than increased compensation, on ways to retain quality staff.
Nichols, M. (July/August 2001). Economic Boom Leaves Youth Agency Jobs Empty. Washington, DC: Youth Today, Volume 10, Number 7.
Lifers and Leavers: A Comparison of School-Age Care Practitioners who Remain in the Field and those who Leave
This research surveyed 1,277 practitioners on an array of variables, including personal and professional demographics as well as attitudes toward the field. Results support previous findings about staff turnover, demonstrating a strong relationship between wages and work hours and inclination to remain in the field. New information is provided about educational attainment, training, and attitudes about SAC. Findings strongly indicate a need for higher levels of training and professional preparation, extensive enhancement of the available resource base, and collaborative efforts designed to create more full-time, benefited positions in the field. The sample was comprised of those in attendance at a national school-age child care conference.
Morrow, M. W. (2000). Lifers and Leavers: A Comparison of School-Age Care Practitioners Who Remain in the Field and Those Who Leave Portland, OR: Portland Community College.
Recruiting and Retaining School Age Care Staff in Today's Challenging Climate
This workbook provides strategies for reducing turnover and retaining staff in YMCA programs. Tips and tools could be applied to programs not affiliated with the YMCA.
YMCA of the USA (2000). Recruiting and Retaining School Age Care Staff in Today's Challenging Climate. Author.
Staff Recruiting and Retention in Early Childhood Care and Education and School-age Care
Wilder Research Center conducted a study of staffing and turnover among early childhood and school-age care programs in Minnesota. 904 providers and programs completed mail-in surveys and 20 sites, identified as model sites with regard to successful retention of staff, were interviewed to better understand financial and non-financial retention strategies.
Wilder Research Center. (2001). Staff Recruiting and Retention in Early Childhood Care and Education and School-age Care. Minnesota Department of Children, Families and Learning.
Then and Now: Changes in Child Care Staffing 1994-2000. Technical Report
The first large-scale longitudinal study based on observations of quality in the same child care centers in three Northern California communities at three points in time (1994, 1996, and 2000). Through interviews with teachers and directors, the study captures the characteristics of teachers and directors who stay at, leave, and enter centers over time, and provides information about where they go when they leave their jobs. Further, it addresses questions about how the instability of teaching and administrative staff impacts efforts to improve and maintain the quality of centers.
Whitebrook, M., Sakai, L., Gerber, E., and Howes, C. (2001). Then and Now: Changes in Child Care Staffing 1994-2000. Technical Report. Washington, DC: Center for the Child Care Workforce.
Be All That We Can Be: Lessons From the Military for Improving Our Nation's Child Care System:
How did the military succeed in reforming childcare centers on its bases? This report examines the specific ways in which the military successfully reformed it's child care system to meet the demands of the Military Child Care Act enacted for children of military personnel. The report examines the childcare provided to the children of military personal prior to the changes, as well as the changes made to improve these centers. The report also provides lessons on how similar improvements might be made in non-military centers.
Campbell, N; Appelbaum, J: Martinson, K and Martin, E. Be All That We Can Be: Lessons From the Military for Improving Our Nation's Child Care System National Women's Law Center, Washington D.C.
Evaluation of the Most (Making the Most of Out-of-School Time Initiative: Final Report Summary of Findings
This summary report evaluates the first phase of the MOST initiative. This report discusses why MOST was devised, lists a summary of the strategies used comparing Boston, Chicago, and Seattle, the three cities in the study, and discusses contributions to the coherence and working effectiveness in the afterschool programs as a system in each city. The report concludes that MOST is a practical initiative that has proven helpful to those involved in policy development.
Halpern, R., Spielberger, J., Sylvan, R.; Evaluation of the Most (Making the Most of Out-of-School Time Initiative: Final Report Summary of Findings The Chapin Hall Center for Children at the University of Chicago, 2001
National Youth Policy Forum: The Realities of Staffing and Financing July, 17, 2001
Examining and highlighting the themes arising from case experiences, this report explores the challenges and concerns facing the youth development field at the local state and national levels. In July of 2001, the AED Center for Youth Development and Policy Research and the National Institute on-Out-of School Time (NIOST) convened a working forum that included 50 policy makers, funders, legislative staff and youth advocates to discuss two city case studies. Some of the topics discussions were engaging parent involvement, improving staffing and financing youth development, and identifying allies and steps to identify what's next. By meeting's end this forum had provided opportunities to engage in dialogue, raise questions and identify follow-up strategies.
Fleming, Wanda Child and Youth Development Consultant, 2001 National Youth Policy Forum: The Realities of Staffing and Financing July, 17, 2001
Raise the Floor: Wages And Policies That Work for All Of Us
This publication discusses the issues of minimum wage, compares the rate of inflation to the current minimum wage pay rate, and justifies it's claim that the minimum rate of pay should be raised to $8.00 per hour. The initial portion of the article describes how raising the minimum wage not only helps workers rise above the poverty level, but how the raise will benefit the economy. The later portion discusses how equitable pay in childcare centers will help attract and retain qualified personnel. This article advocates for a higher minimum wage, and policies in health/ childcare that will be the legacy for the 21st century.
Sklar, H., Mykyta, l., Wefald, S. Raise the Floor: Wages And Policies That Work for All Of Us Ms. Foundation for Women, New York
Report on 2001 Early Childhood/School-Age Career Development Survey
A survey study of career development systems for early childhood and school age programs was conducted in 2001 by Wheelock College Institute for Leadership and Career Initiatives. Some common themes reported were compensation, higher education, leadership development and systems changes along with both achievements and frustrations. This study concludes by highlighting several approaches that may prevent new barriers from being erected.
Wheelock College Institute for Leadership and Career Initiatives, (2002) Report 2001 Early Childhood/School-Age Career Development Survey, Boston Massachusetts
Strategic Planning: Building a Skilled and Stable Out-of-School Time Workforce: A Briefing Paper
This briefing report discusses the preliminary research findings by The National Institute on Out of School Time (NIOST) and the Academy for Education Development conducted for the purposes of developing a national strategic planning process for workforce development across the out-of-school time field. This report discusses the four critical areas needed for the successful development of a national strategy for workforce development that include using data and research to make the case, professionalizing the field, lessons from other fields and the real cost of financing.
Strategic Planning: Building a Skilled and Stable Out-of-School Time Workforce: A Briefing Paper (2002) prepared by The National Institute on Out of School Time (NIOST) www.niost.org and the Academy for Education Development's Center for Youth Development and Policy Research
Nickel and Dimed on (Not) Getting by in America
This book is personal narrative following the journey of the author, who joined America’s low-wage earning working-class, in order to document how one survives working at “the bottom” of the workforce scale . The reader follows her as she joins several low-paying jobs at the “unskilled” level and describes the difficulties of making ends meet.
Ehrenreich, B. (2001). Nickel and Dimed On (Not) Getting By in America. New York, NY: Metropolitan Books Henry Holt and Company.
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