By Allison Miller,
CCSA Compensation Initiatives Team
When Davina Woods was asked how she became interested in early childhood, she said, “I entered the profession as an undercover helicopter mom! I had just placed my son in child care and I couldn’t stand not being there and seeing what and how he was doing.”
Her child’s center hired her as a part-time school-age group leader before she eventually found her calling with young children and their teachers.
She started with no education and now she is in the master’s program at the University of North Carolina at Greensboro with the assistance of a T.E.A.C.H. Early Childhood® scholarship. After 25 years in the field, she loves her position as director of Excel Christian Academy, a five-star child care center in Alamance County, where she has been for 13 years.
“It has been a privilege to work in every single aspect of
child care,” Davina said. “In every classroom, with every age group, in every position.
I have fulfilled every duty from cook to van driver and it gives me perspective
and appreciation. I love this viewpoint. I get the luxury of working with
children, families and teachers.”
Davina’s center prioritizes its teachers by providing a
livable wage as well as other key benefits, which she knows most teachers are
unable to access in this field. “And then they get WAGE$ and T.E.A.C.H. on top
of that,” she said.
The Child Care WAGE$® (WAGE$) Program provides education-based salary supplements to low-paid teachers, directors and family child care providers working with children between the ages of birth to five. The program is designed to provide preschool children more stable relationships with better-educated teachers by rewarding teacher education and continuity of care.
The T.E.A.C.H. Early Childhood® Scholarship (T.E.A.C.H.) Program addresses under-education, poor compensation and high turnover within the early childhood workforce by providing educational scholarships to early care professionals and those who perform specialized functions in the early care system.
“WAGE$ and T.E.A.C.H. are just part of who we are, part of
the center’s make-up,” Davina said. “It is essential, imperative, to have an
educated staff, especially here in the 21st century where children
are not changing but the modes and methods of educating children are constantly
evolving. Teachers must know best practices and know how to utilize the latest
research and incorporate that into classrooms for the best outcomes for
According to Davina, “WAGE$ is essential because it helps to boost teacher morale within the program. WAGE$ both encourages and motivates staff to increase their education. Additionally, WAGE$ provides a sense of healthy competition among team members as they see who can achieve the next level first.”
She said, “My teachers talk about the courses they take and they drive each other.” Three of her staff will graduate in December with their associate degree in early childhood education and they remind Davina of why she does what she does. “If I take great care of my team, they will take great care of the children.”
Thank you, Davina, for your support of the workforce and the Child Care WAGE$® Program.
Learn more about the Child Care WAGE$® Program here.
Learn more about the T.E.A.C.H. Early Childhood® Scholarship (T.E.A.C.H.) Program here.
If any issue warrants
public attention, public discussion and rethinking as to the best way to ensure
families with young children have access to child care and pre-kindergarten, it
is our nation’s current approach to the safety and healthy development of young
children. It’s not a system as much as a patchwork quilt stitched together over
decades. The federal government allocates funds to states through individual
programs or funding streams (i.e., block grants), each with different rules,
administered by different state agencies, and too often resulting in siloed
approaches with little to no coordination or collaboration among state agencies,
departments, divisions or communities.
In December 2019,
Congress enacted the FY2020 Labor, Health and Human Services and Education
Appropriations measure, which included the following funding levels for early
care and education programs:
In addition to the funding above, in FY2019, the U.S. Dept. of Agriculture allocated $3.7 billion to states to support healthy meals and snacks for low-income children in child care centers and family child care homes  and the U.S. Dept. of Health and Human Services allocated the Temporary Assistance for Needy Families (TANF) block grant to states, of which states chose to use $3.8 billion for child care and $2.6 billion for state pre-K.  The number of children served by TANF funds for child care or pre-K is unknown because the federal government only requires aggregate spending to be reported, not how many children are served, the setting children are in (homes or centers, licensed or unlicensed) or the average price paid per child. In all, that’s more than $35 billion through various federal funds for early care and education programs.
Child care is the largest early childhood program with $12.5 billion in funding and yet only about 17 percent of eligible children (based on state standards) receive a subsidy.  Many states have a waiting list for assistance, including North Carolina with a waiting list of more than 40,000 children. Families have a difficult time finding care, affording care, and then many parents express concern about the quality of care. Numerous national reports have been released about child care deserts, communities where the need for child care for parents of children under age 6 pales in comparison to the licensed supply of child care.  The U.S. Dept. of Health and Human Services released a report in October 2019 that found the supply of home-based care has declined by more than 97,000 providers since 2005. 
Why? Child care is a business. Child care centers tend to operate in areas where the population is dense enough with sufficient numbers of private-pay families who can afford weekly parent fees. The operating budget for child care centers largely comprises parent fees and therefore staff is hired at the lowest wages possible to hold costs down. In a good economy with low unemployment, like we have today, turnover is high because staff often can find better-paying jobs in fast food, retail sales or other jobs that require less training or education. Turnover also costs businesses because of the marketing, interviewing, hiring and training required for new staff.
For home-based providers, the hours are long and the pay is low. According to a 2019 economic impact report by the Committee for Economic Development,  the average annual income of home-based providers is approximately $15,000 per year,  18% higher than in North Carolina, where the average income of home-based providers is $12,300.  The decline in home-based providers (who often serve infants and toddlers) is a hardship for parents, particularly those in rural communities where the economics of operating a center don’t work. Home-based care is often less expensive and providers may be more willing to stay open during nontraditional hours for those parents who work shift work or have long commutes to their job. Yet, again, wages drive interest in opening a home-based program (or closing one) because other jobs in the community may pay more with fewer hours and less stress.
The reality is that mothers are working today. Nationally, approximately 72 percent of mothers with children under age 6 are working outside of the home,  65.4 percent of mothers with children age 2 are working  and, 57.8 percent of mothers with children under age 1 are working.  Many of these mothers need child care, but federal subsidies reach only one out of every six eligible children. Therefore, most families are forced to afford whatever they can find. However, in too many communities, the supply is not available, let alone affordable.
There is no doubt that if our nation’s early care and education system were designed today, it would look much different. If we can’t think out of the box about a new bold system to better meet the needs of families with young children, we will be stuck with incremental, minor band-aids that ignore the real problem: the system is under-financed and poorly designed. Parents can’t afford quality child care, but we know from the research that high-quality child care really matters to the healthy development of children, particularly in the earliest years as a child’s brain is developing the fastest, setting the architecture for all future social, emotional, physical and cognitive skills. 
Two decades ago, child care was a work support. Today, we know that it is a two-generation strategy. High-quality child care helps parents work and helps support the healthy development of children. In fact, parents who can’t access child care reduce their hours or drop out of the workforce. About 94 percent of those who involuntarily work part-time are mothers who cite child care problems as their reason for working part-time. 
In 2018, the National Academy of Sciences (NAS) released “Transforming the Financing of Early Care and Education,” which reviewed the multiple funding streams for early care and education and made a number of recommendations. The NAS Committee, made up of early childhood experts and finance experts, recommended investing in early care and education at a percentage of U.S. gross domestic product (GDP) aligned with the average of other member nations of the Organization for Economic Co-operation and Development (OECD). The report recommended increasing funds in four phases, from at least $5 billion in phase one to $53 billion in phase four. 
However, it is not just
about the money. It is also about program design and meeting the needs of
families in urban and rural areas and in an array of settings that best meet
the needs of the family and each individual child with an early education workforce
that is trained and paid appropriately for the important work they do.
Rethinking is always a
bit more challenging than staying in the box with patchwork fixes. The current
system isn’t working for low-income children whose families need a subsidy or
the private market where working parents need access to affordable high-quality
child care and early education programs. It is time for a discussion about a
By Marsha Basloe, President, Child Care Services Association
During a child’s earliest years, brain development occurs that sets the architecture for all future learning (e.g., the wiring needed for healthy child development across social, emotional, physical, and cognitive areas). This is what makes high-quality child care for infants and toddlers so important.
At the same time, infant and toddler care is the hardest to find. The supply of infant and toddler care pales in comparison to the needs of working parents. A report by the Center for American Progress found that 44 percent of families in North Carolina live in a child care desert where the demand for child care by working families far exceeds the supply.
Even when families can find it, too many struggle with the cost, particularly for infants and toddlers. Throughout North Carolina, the average annual price of child care for an infant in a child care center is $9,254. The average annual price of child care for an infant in a family child care home is $7,412.
perspective, for a single mother earning minimum wage ($7.25 per hour) working
full-time, she would earn $15,080 per year. The cost of center-based infant
care would be 61.4 percent of her income. The cost of infant care in a family
child care home would be 49.2 percent of her income. If she earns twice the
minimumwage ($14.50 per hour), about $30,160 per year – the cost of
child care in a center would be 30.7 percent of her income. The cost of infant
care in a family child care home would be 24.6 percent of her income. If she earnsthree times the minimum wage ($21.75 per hour), her annual income would
be about $45,240 per year. Center-based infant care would cost 20.5 percent of
her income; infant care in a family child care home would cost 16.4 percent of
To help families with the cost of child care, the North Carolina Division of Child Development and Early Education (DCDEE) offers qualifying families a subsidy. The state pays most of the cost and families have a 10 percent co-pay. Unfortunately, not all families who qualify can receive assistance and more than 30,000 eligible children throughout the state are on a waiting list for child care financial help. It is important to note that the waiting list is only a snapshot in time because some families don’t join the list when they hear about the length of it. So, the waiting list reflects only those who qualify for help and who also add their names to the waiting list in case more funding becomes available to support additional families.
For families with infants
and toddlers, the supply and cost are both struggles. It’s unrealistic to think
that families can access the licensed market if they have to pay a huge
percentage of their income to cover the cost. Why is that a concern to all
North Carolina taxpayers? There are several reasons.
Quality of child care and long-term taxpayer bills. When parents can’t afford the licensed market, if they must stay in the workforce to make ends meet, then they will try to make do with a variety of unlicensed care options. Given the brain development that is underway during a child’s earliest years, it is critical that a child be in a setting that promotes his or her healthy development. That’s one of the reasons for the rated child care license in North Carolina and one of the reasons the NC General Assembly restricted the receipt of child care subsidies to programs with at least a 3-star rating. Supporting healthy child development is important, particularly for infants and toddlers when the brain is developing the fastest. Taxpayers will pay more in the long-term when a child enters kindergarten without the skills to succeed through additional costs for remediation, for special education, and for those children who must repeat a grade (e.g., repeating a grade is not “free”).
Labor force participation. Without affordable child care, parents reduce their hours or opt-out of the workforce. Ninety-four percent of workers involuntarily working part-time due to child care problems are women. In North Carolina, 457,706 children under age 6 have working parents. If one-third to one-half of these children under 6 are infants and toddlers, that’s 151,043 to 228,853 children who may need some type of child care while their parents work.
Employers & Employees. Employers depend on working parents. And, working parents with young children depend on some type of child care.
As the General Assembly meets to
discuss budget priorities, child care assistance should be at the top of the
list. Given the extraordinary cost of child care for infants and toddlers, the
General Assembly may want to consider reviewing other models to support access
to high-quality infant and toddler care.
In June 2018, the District of Columbia City Council unanimously passed the Birth to Three for All DC Act. The legislation charts the path for a comprehensive system of supports for children’s healthy growth and development with a specific focus on services for families with infants and toddlers. The Act is broad — investing in home visiting and child developmental screening, however, with regard to child care for infants and toddlers, the Act expands child care subsidy eligibility for infants and toddlers to all families by 2027, caps the percentage of annual income a family would pay toward child care expenses at 10 percent of gross income by 2028, and phases in competitive compensation for early educators. The District is now in its second year of implementation with $16 million in funding for FY2020. City Council members say it’s a high priority to increase funding as part of the 2021 budget, and work on that front is underway.
There are certainly differences
in passing legislation that supports a city (even a large city like Washington,
D.C.) compared to a state. However, the concept is innovative. It recognizes
that the cost of infant and toddler care is so high that all families may
struggle with the cost. It recognizes that access to high-quality infant and
toddler care is important to a child’s healthy development. And, it recognizes
that a compensation strategy for the child care workforce is needed to support
It is time to rethink the state’s
approach to child care subsidy, and especially how families with infants and
toddlers are supported in accessing high-quality child care. In the new year,
let’s give thanks for what we have and think through policies that can best
support our children in the future.
By Marsha Basloe, President, Child Care
Working Parents Need Access to Quality Child Care – More Support Needed
for Child Care Workforce
Currently, throughout North Carolina, nearly half a million (457,706) children under age six live in a family where all parents in the household are working. Many of these children are in some type of child care setting every week so that their parents can obtain and retain jobs that sustain and grow our state’s economy.
A study by the Committee for Economic Development (CED) shows that child care as an industry has an economic impact in North Carolina of $3.15 billion annually ($1.47 billion in direct revenue and $1.67 billion in spillover in other industries throughout our counties and cities). Child care programs have an overall job impact throughout the state of 64,852, which includes 47,282 individuals who are employed within child care centers or who operate a home-based business plus another 17,570 in spillover jobs – created through the activity of those operating child care programs. The economic impact of child care matters because it helps drive local economies. When parents can access child care, they are more likely to enter the workforce and stay employed.
The Child Care
Workforce: Early Brain Builders
What we know is that child care is not only a work support for parents but also an early learning setting for young children. Research shows that a child’s earliest years are when the brain is developing the fastest – forming a foundation for all future social, emotional, physical and cognitive development. During this time, more than 1 million new neural connections are formed every second. This is important to understand because both parents and child care providers play an important role in supporting healthy child development – helping to shape the brain’s foundation for all future learning (e.g., school readiness and school success).
Because both genes and experiences impact a child’s brain development, the child care workforce plays a critical role in supporting early learning. In essence, they are brain builders – working with children to support a strong foundation on which later learning depends – just like the foundation for a house, all floors above the basement depend on the construction or sturdiness of the basement.
The Workforce that
Supports All Other Workforces
Despite the important role that child care educators play in supporting our next generation (as well as supporting the ability of parents to work), the current economic model for child care programs falls short of supporting child care workers in a way that recognizes their role in child development. How so? The operating budget for child care programs is based on parent fees and state subsidies paid for low-income children.
Because the current cost of child care in North Carolina is so high (e.g., $9,254 annually for center-based infant care), program directors try to keep costs down because they know parents can’t pay more. However, what this translates to is low wages for the child care field. In today’s economy, where the fast-food industry and retail sales pay higher hourly wages and often offer benefits, the competition for the workforce to enter the early childhood field is steep. In fact, the early childhood field is experiencing a workforce crisis.
In North Carolina, the median wage earned for child care teachers is about $10.97 per hour ($22,818 per year if full time) and assistant teachers earn $9.97 per hour. These wages represent a modest 0.7% increase in buying power despite much larger gains in education. The study also found that statewide, 39% of teachers and teacher assistants had needed at least one type of public assistance (e.g., TANF, Medicaid, SNAP/food stamps, etc.) in the past three years.
Child Care Services Association (CCSA) is conducting a county-level early childhood workforce study for the Division of Child Development and Early Education (DCDEE) that will be completed in August 2020. Once completed, North Carolina will have additional information.
For context, many child care educators are supporting their own families. With these wages, they fall well short of the level that qualifies them for public food assistance benefits (e.g., a family of three with income under $27,000 per year qualifies for the Supplemental Nutrition Assistance Program – SNAP). It’s not hard to understand that workers in low wage jobs face stresses in making ends meet, in supporting their own families and in parking their stress outside the classroom door when working with young children.
In North Carolina, the
state funds two programs administered by CCSA to support the early childhood
Child Care WAGE$® Program, which provides education-based salary supplements to low paid teachers, directors and family child care educators working with children ages birth to five. The program is designed to increase retention, education and compensation. The Child Care WAGE$® Program is a funding collaboration between local Smart Start partnerships (55 partnerships) and the Division of Child Development and Early Education (DCDEE). Salary supplements are earned – tied to the recipient’s level of education, with teachers and family child care providers awarded on a different scale than directors.
These strategies are invaluable to better support the child care workforce for the important work that they do. It raises salaries sometimes almost a dollar an hour. You can see the impact of these programs on our website. This is an investment in the workforce that supports all other workforces, AND also an investment that results in better outcomes for our children (e.g., brain-building that leads to school readiness). We hope these programs will grow in the years ahead to support our early childhood educators who care for our young children and families.
As we approach Thanksgiving, I am thankful for the work of our early educators. It is time for our communities to think about compensation for the early childhood workforce in a manner that reflects their contribution to our state’s prosperity.
Tomonica Rice-Yarborough and Kathy Thornton from
CCSA’s Professional Development Initiatives Team
World Teacher’s Day was established
in 1994 to recognize and celebrate teachers all over the world for their
hard work and dedication. It also brings to light the issues affecting the
profession to work toward a resolution for retaining and attracting teachers to
the field. This day was founded to celebrate public school teachers, but early care educators also should be recognized on this
day because they’re instrumental to the growth and development of our children.
Their contributions to society’s economic stability should be valued,
recognized and celebrated.
One of the main issues facing early care educators is the little
recognition or validation they receive for the pivotal roles they play in the
lives and development of young children. As a field, early educators in North
Carolina often hold degrees, but they earn significantly less than public school
teachers. According to CCSA’s 2015 North Carolina Child Care Workforce Study, the median wage of center directors in North Carolina was
$16.00 per hour, while teachers earned $10.97 per hour and assistant teachers
earned $9.97 per hour.
Although degree attainment has drastically increased in North Carolina, the field as a whole still suffers from being perceived as a high priced “babysitting service.” For 30 years, the T.E.A.C.H. Early Childhood® Scholarship Program has provided the workforce with access to a debt-free college education while they work as low wage earners teaching future doctors, lawyers, teachers, administrative assistants, scientists…
Our brains grow
faster between the ages of birth and 3 than any other time in our life.
Children who are formally cared for in early education settings outside of
their homes depend on the early educator to support their developmental growth.
Those years are particularly formative, making the role of the early educator
even more critical. According to philosopher John Locke, “a child’s mind is a
blank slate waiting to be filled with knowledge.” Early educators play a big
part in setting the foundation for our children’s future.
On Sept. 4, 2019, Australia celebrated Early Childhood Educators’ Day to honor and appreciate early childhood educators. The world, like Australia, should have a day set aside to recognize early childhood educators. Sadly, early childhood educators are seldom during the World Teacher’s Day observance. This lends credence to the perception that early childhood education isn’t seen as a worthy profession. Why can’t we dedicate a day of observance to them?
Allison Miller, VP of Compensation Initiatives at CCSA
Australia has the right idea. They celebrate Early Educator’s Day on
September 4, 2019. We should do the same! We have National Provider’s Day in
May, but shouldn’t we celebrate teachers who work with our young children at
every opportunity? They deserve our recognition; children need them, parents
need them and the nation needs them. They truly are the workforce behind the
Workforce Behind the Workforce Deserves Better Compensation
Early educators make it possible for other professionals to go to
their jobs, to lend their expertise to the community, to grow the economy. To
be productive in the workforce, parents need peace of mind that can only come
from knowing their children are in safe, stable, positive and engaging
environments with teachers who can appropriately guide their learning.
It’s a lot to expect when early childhood teachers, on average, earn $10.97 per hour in North Carolina. It’s not an easy problem to solve because most parents cannot afford to pay more than they do. That’s where the Child Care WAGE$® Program comes in.
Compensation Strategy: The Child Care WAGE$® Program
Early educators deserve to be paid commensurate with their education and the importance of their jobs. Sadly, that’s simply not the case. The Child Care WAGE$® Program is an education-based salary supplement program for teachers, directors and family child care providers working with children birth to five. Awards are issued after the eligible participant has completed at least six months with the same child care program.
As a result of this additional compensation, early educators not only
earn more, but they are more likely to stay and increase their education. The
quality of child care is improved when turnover rates are low, education is
high and compensation is fair.
WAGE$ is made possible with the funding provided by the local Smart
Start partnerships that elect to participate and the NC Division of Child
Development and Early Education.
Yes! In the fiscal year 2018-2019, WAGE$ recipients from the 55 participating N.C. counties earned an average six-month supplement of $974, which breaks down to about $.94 more per hour for full-time employment. The vast majority of participants had at least a two-year degree with significant early childhood coursework and they stayed in their programs. Only 14% left their employers last year, which is notably lower than turnover rates prior to WAGE$ availability.
In addition to the program results of increased education, retention
and compensation, WAGE$ recognizes the importance of early educators and the
key role they play in our lives. It is a way to show appreciation and to boost
morale for an underpaid workforce.
In fact, 97% of survey respondents said that WAGE$ makes them feel
more appreciated and recognized for their work.
The feedback of participants always highlights this message.
One teacher shared, “WAGE$ has shown the
value of giving incentives to teachers.
Teachers need to feel appreciated and rewarded. All teachers deserve a chance to feel special
and loved; that is how WAGE$ makes me feel.”
We all need to take the time to show our appreciation to this
workforce. They deserve it. Happy Early Educator’s Day!
Joe has had the desire to teach and engage families and children for 18 years serving as a preschool teacher, kindergarten teacher, public school administrator and training and technical assistance specialist. Now, while he pursues his M.Ed., he is the Child Care Resource & Referral (CCR&R) Program Director for Onslow County Partnership for Children in North Carolina.
“I am a true believer in lifelong learning. I also feel it is our responsibility to model life-long learning for those that we serve,” Joe said. “I originally became familiar with the T.E.A.C.H. program when I was completing my associate’s degree. Fellow students shared the information with me.”
What is T.E.A.C.H.?
In 1990, Child Care Services Association
(CCSA) created the T.E.A.C.H. Early Childhood® Scholarship program
to address the issues of under-education, poor compensation and high turnover
in the early childhood workforce. In 2000, the T.E.A.C.H. Early Childhood®
National Center was established in response to the growth and expansion of the
T.E.A.C.H. Early Childhood® Scholarship. The T.E.A.C.H. Early
Childhood® National Center is now offered in 22 states plus D.C. and
has awarded over 150,000 scholarships since its opening.
T.E.A.C.H. is an umbrella for a variety of scholarship programs for those working in early education in North Carolina. Because of the complexities of the different scholarships, each recipient is assigned a specific scholarship counselor.
T.E.A.C.H. Scholarship Counselors
Bynum, who has been with CCSA for 22 years, is the program manager for
T.E.A.C.H. North Carolina. One of her main duties is to provide counseling to
graduate-level scholarship recipients like Joe. Those counselors are the reason
Joe can say, “The process has been easy to use and to understand.”
“Joe is a great recipient to work with,”
Kimberly said. “There’s not a lot of hand holding to do with him. He’s really
proactive, but if there is ever anything missing, like when we do check-ins
with our recipients several times throughout the semester, he’s very responsive
to getting me what I need.”
Counselors play a vital role for T.E.A.C.H.
scholarship recipients, helping them navigate through the many obstacles they
may face while furthering their education.
“I do the same thing for Joe as I do for all
my recipients. I make sure if they’re enrolled in school, we have the documents
we need to go ahead and pay for their tuition upfront, because we don’t want
anybody dropped…I usually go through and look at all my recipients, including
Joe, to make sure we sent in the authorization to the colleges and
universities,” said Kimberly.
And because of T.E.A.C.H., Joe will be able to graduate with his M.Ed. debt-free.
“T.E.A.C.H. has made it possible for me to
continually build on my education from an Associate’s in Applied Science to a
Master’s in Education without incurring a huge amount of student debt,” said
Joe. “Early childhood education is a field in which the professionals are often
underpaid and are themselves lacking resources. T.E.A.C.H. provides an avenue
to advance education and careers while helping to avoid massive student debt.”
Kimberly finds her part in that process
“What I really enjoy most about my position is…developing that one-on-one relationship [with the recipients],” she said. “It really just brings it all together when you’re at a conference or…attending graduations and you get to meet that person face-to-face…Especially at graduation, it makes you feel really proud, because you work with these people for so long, so they made it and they’re done.”
The Economic Impact of T.E.A.C.H.
Kimberly is also proud that T.E.A.C.H. has a wide reach that goes well beyond the scholarship recipient after graduation.
“We are empowering these scholarship
recipients to [earn] more education, which in turn, they bring back into their
facility, they’re better equipped to teach the children and then the children
are ready for school when they start kindergarten.”
Once recipients complete their degree, they increase their marketability in the early childhood education system and may experience growth in their wages as well. In 2018, associate degree scholarship program recipients experienced an 11% increase in their earnings, with a low turnover rate of 8%.
“In addition, it’s increasing the star rating
level as far as education goes for those facilities they’re employed in, making
them more attractive to families, so increasing business that way,” Kimberly
said. “Also, what [T.E.A.C.H.] does in the community…is increase the student
enrollment in early childhood education departments [at participating
universities and colleges]. So by T.E.A.C.H. sponsoring students at these
universities and colleges, there is a positive economic impact on the North
Carolina college system.”
Written by Edith Locke, CCSA Professional Development Team
The month of May signals the season for commencement
exercises at colleges and universities nationwide. As students walk proudly across
the stage in cap and gown, triumphantly moving the tassel on their mortarboard to
symbolize academic achievement, it is important to recognize degree attainment
roadblocks that the early care and education (ECE) field face.
Why are early educators more deserving of special acknowledgment for degree completion than other non-traditional, working students?
First, one should consider the shared traits of this workforce with college non-completers. The ECE workforce, much like the college non-completer, typically has dependent children, low income, works full-time, attends college part-time and is financially independent from parents.
Despite how closely they mirror college non-completers, degree attainment is not impossible. The 2015Working in Early Care and Education in North Carolina Study reported 63 percent of teachers had a college degree. Additionally, 17 percent of teachers were taking courses in the ECE field with 60 percent of them working towards an associate or bachelor’s degree.
Unfortunately, degree attainment rarely means significant compensation
gains. The median wage for ECE teachers was $10.46 compared to $17.61 starting
wage of public school teachers in North Carolina. Additionally, over 70 percent of the
workforce’s household income was below the $46,784 North Carolina median
household income. Moreover, 39 percent of teachers received some public
assistance in the previous three years.
It is commendable the ECE workforce makes educational advancements despite challenges.
Workforce supports, such as the T.E.A.C.H. Early Childhood® scholarship and Child Care WAGE$® salary supplement programs that help early educators access formal education and reward their retention, are crucial. Research shows degrees are linked to quality care, and maternal education has been linked to better child outcomes. Therefore, support for degree attainment in the ECE field should remain a priority.
Written by Allison Miller, CCSA Compensation Initiatives Team
Worthy Wage Day
May 1 is an important day for teachers, particularly teachers working with our youngest children. It is a day when we recognize the link between quality early care and education and the wages earned by dedicated teachers. It is a day when we should say loudly that early educators do NOT earn enough. That’s what Child Care Services Association (CCSA) has been saying for decades, and we have programs in place to help support the workforce. We know that compensation matters and early educators deserve worthy wages.
Infant-Toddler Educators Typically Earn the Least
We know our youngest, most vulnerable children desperately need stable and engaging relationships with the adults in their lives. Infant-toddler teachers play a critical role in the successful development of the children they serve and yet they typically earn the least in an already underpaid field. How can these teachers stay in their classrooms when they earn $10 per hour on average in North Carolina? And that rate is $1.39 less than the average hourly rate of those teachers working with preschool-aged children. It is clear that early childhood compensation across the board must be addressed.
Parents cannot afford to pay more, so without a significant
public investment, we are left with a huge problem. But we cannot let that
problem keep us from finding solutions. Early educators deserve worthy wages.
Thanks to funding from the NC Division of Child Development and Early
Education, CCSA now offers Infant-Toddler
Educator AWARD$. We provide education-based salary supplements to full-time infant-toddler teachers. With this
enhanced compensation, teachers can better afford to stay in their positions,
giving young children the stability they need.
Infant-Toddler Educator AWARD$
Are you an infant-toddler teacher in North Carolina? Would you like to earn $2,000 to $4,000 more each year? AWARD$ is open to eligible teachers in every county across the state. Applications are accepted on an ongoing basis, so get yours in now! Find out how to apply here. Supplements depend upon funding availability.
Since 1994, CCSA has also offered the Child Care WAGE$® Program
in participating counties. AWARD$ was modeled on the WAGE$ Program.
Participants have often called their supplements “life changing.” Many talk
about needing the supplements to survive, to meet the basic needs of their
Early educators deserve more. We rely on them to provide
critical care and education to our children. We rely on them so we can go to
work and provide for our own families. We cannot let them down. Compensation
matters. Let’s all loudly support worthy wages for early educators, not just
today, but every day.