What We Talk About When We Talk About Compensation T.E.A.C.H. Early Childhood 2018 Symposium Lauren Hogan, NAEYC
During the April 2018 Oklahoma teacher walkout, “many parents [showed] their unyielding support of the movement, noting that teachers were not just demanding a pay raise for themselves, but also funding for better textbooks and classroom supplies.” • " My kids are worth it, my teachers are worth it. My state is worth it.“ • “ The walkout is a ‘little inconvenient, but nothing in comparison to what our teachers face every day in underfunded classrooms and abysmal salaries.’” National Association for the Education of Young Children 2
Importance of Early Childhood Educators Extremely/Very Important 41% Retail Salesperson 88% Construction worker 76% Voters view Engineer 77% teaching young Early childhood educator 88% children as important work. Nurse 96% Firefighter 96% 0% 20% 40% 60% 80% 100% 120% National Association for the Education of Young Children 3
Components of ECE Programs Recognized as Important for Ensuring Quality 93% Voters recognize 90% the connection 88% between early childhood 88% educators and quality – including 85% compensation and 85% degrees. 84% 84% National Association for the Education of Young Children 5
Compensation for Early Childhood Educators 18% Too Little 61% 3% About Right Too Much Don't Know Most voters believe 18% 61% that early childhood educators are paid too little. National Association for the Education of Young Children 6
Funding to Support Early Childhood Education Services 100% 90% 81% 80% 81% 80% 80% 70% Voters overwhelmingly 60% support increasing funding for ECE services. 50% 40% 30% 18% 18% 13% 20% 13% 6% 6% 3% 10% 3% 0% Federal Funding State Funding Total Oppose DK/NA Total Support National Association for the Education of Young Children 8
Support for Increased ECE Funding by Party 100% 94% 90% 80% 80% Majorities of 66% 70% Democrats, Independents 60% and Republicans 50% support increased investment 40% in early childhood 27% 30% education. 16% 20% 7% 5% 5% 10% 1% 0% Democrats Republicans Independents Total Opposed DK/NA Total Support National Association for the Education of Young Children 9
Support for Increased ECE Funding by Ethnicity 95% African-American voters are among the most supportive of an investment in ECE. National Association for the Education of Young Children 10
Support for Increased ECE Funding by Gender/Age 100% 90% 80% 70% 60% There is a pronounced 50% gender gap, particularly 40% among voters over age 50. 30% 20% 10% 0% Men 18 – 49 Men 50+ Women Women 18 – 49 50+ Total Oppose DK/NA Total Support National Association for the Education of Young Children 11
Investment in Educators 100% Total Support: Total Support: 90% 83% 80% 83% 80% 70% 60% Voters support an 50% investment in 40% ECE with the 30% understanding 20% that it would 10% increase wages. 0% If Dedicated to Wages Initial Support Strongly Support Somewhat Support Undecided Somewhat Oppose Strongly Oppose National Association for the Education of Young Children 12
Importance of Increasing Wages Across Settings 83% 81% A majority of voters support 78% raising wages for 76% early educators 75% across all settings, but there are 74% differences. 69% 64% 51% National Association for the Education of Young Children 14
Does a rising tide lift all boats? The nature of policy implementation necessitates questions of priority and sequence. Even if we are ultimately aiming to lift all boats, we have to determine whose boats get lifted first and in what order ? Does one body of water need to shrink or remain stagnant in order to allow a different one to grow? In other words, compensation for who? 15
Power to the Profession National Association for the Education of Young Children 16
What We Need and Want Significant public investment Comparable compensation Effective practices Diverse professionals at all levels High-quality and accessible preparation programs Professional autonomy Profession-led policies Professional respect and status National Association for the Education of Young Children 17
What the Public Needs to Know • Who? • What? • Why? • How? 18
What We Have: Internal & External Confusion National Association for the Education of Young Children 19
What We Have: Internal & External Confusion ● Varying nomenclature ● Varying competencies ● Varying preparation programs ● Varying qualifications ● Varying compensation ● Varying working conditions ● Varying expectations for practice ● Varying accountability National Association for the Education of Young Children 20
Unifying Identity Matters Power to the Profession is a national collaboration to establish a shared ownership and framework for career pathways, knowledge and competencies, qualifications, standards of practice, and compensation that unifies the entire early childhood education profession, ages birth through 8, across all settings and states 21
The Big Idea If the Profession Develops a Unifying Framework to Define Their Work 2017-18 As the Profession And Jointly Advocates for Commits to Continuously the Unifying Framework Improving the 2019 Framework Federal, State, and Local And Increase Access to Policies & Funding Will High-Quality Early Support Implementation Childhood Education for of the Unifying All Young Children Framework 2020 and Beyond Then We Can Recruit 2020-2025 and Retain Effective, Diverse, and Well- Compensated Early Childhood Educators 2020 and Beyond Note: Dates reflect initial development and implementation
How we get there Image Campaign Power to the Policy Adoption and ‘Discover Nursing’ Profession Financing Agenda (Begins 2018) (2017-2018) (Begins 2018) National Association for the Education of Young Children 23
How do we get there? 8 Decision Cycles (January 2017 – December 2018) 1. Professional Identity and 5. Qualifications and Pathways Boundary 6. Compensation Recommendation 2. Competencies (General) 7. Required Accountability and 3. Competencies (Specialized) Quality Assurance 8. Required Support and 4. Competency Attainment Source Infrastructure Transition to Finalizing and Implementing Policy and Financing Agenda National Association for the Education of Young Children 24
P2P Core Motivation: Emphasize compensation Low compensation undermines quality. Power to the Profession’s ultimate goal is to achieve significant and sustained public investments that are directed towards the education and compensation of the early childhood profession. 26
Parents, Educators, and Voters: All Together Now 27
Parents and educators believe in shared responsibility for ensuring funding to make high-quality ECE available to all children. (One of the Most Responsible) . Individuals/Organizations Parents Educators State government 32% 56% Federal government 32% 54% Local governments 29% 43% School districts 30% 35% Parents 43% 30% Employers 17% 23% Taxpayers generally 18% 22% Religious institutions and non-profit organizations 17% 11% Q34. Here is a list of individuals and organizations that could be responsible for ensuring there is funding to make high-quality early childhood education available to all children. Please tell me how responsible you think that individual or organization should be for helping to provide such funding: one of the most responsible, very responsible, somewhat responsible or not responsible.
Political ideology yields different perspectives on the role of government, but not on the role of parents. Approximately 40% of conservative, moderate, and liberal parents believe they should be one of the most responsible for funding early childhood education, with a shared role for local, state, and federal government. % Viewing Each as One of the Most Responsible for Funding ECE Individuals/Organizations Parents Liberal Moderate Conservative Parents 43% 43% 42% 45% State government 32% 39% 34% 21% Federal government 32% 40% 32% 24% School districts 30% 35% 30% 25% Local governments 29% 36% 29% 20% Taxpayers generally 18% 28% 14% 13% Employers 17% 26% 13% 12% Religious institutions and non- 17% 26% 12% 14% profit organizations Q34. Parents
Educators are more confident than parents that quality can be improved without increased costs. Parents Educators With reforms and better training, we can increase the 80 quality of early childhood 62% % education without raising costs for parents Any major effort to increase the quality of early childhood 20 38% education programs will % result in parents paying more
Educators overwhelmingly believe that teacher compensation is critical for quality improvement. Q21. Which of the following statements comes closer to your opinion? Any major effort to increase the quality of early childhood education programs will fail unless 81% early educators receive increased salaries and benefits With reforms and better training, we can increase the quality of early childhood education without 19% increasing salaries and benefits for early educators
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