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    Improving Early Childhood Education Through Workforce Compensation

    Issue Brief | October 20, 2016 | By Carolanne Sanders, John Burbank

    Washington has taken commendable steps toward building a high quality early childhood education system. Substantive public investment in early learning – primarily through the Early Childhood Education and Assistance Program (ECEAP) and Early Achievers Quality Rating and Improvement System (QRIS) –  is expand

    The Early Childhood Education Career and Wage Ladder

    Fact Sheet | February 1, 2016 | By John Burbank

    Policymakers and educators alike agree: high-quality early learning depends on the competency, education, and compensation of a child’s teacher/caregiver.[1] While Washington has made strides on the first two factors, it has failed to ensure early childhood teachers are adequately compensated, even with an av

    Building Political Will and Finding Public Revenue for Early Care and Learning

    Report | January 24, 2016 | By John Burbank

    Early childhood caregiving and education is plagued by underfunding. As a result, private “tuition” is often higher than that of higher education, while caregivers and teachers work themselves into poverty. For example, the average annual cost of child care in a child care center in 2014 in Washington State w

    Training Makes a Difference

    Report | February 7, 2012 | By Gary Burris, Allyson Frederickson

    For many families, finding child care arrangements that are affordable and available at the times needed can present a great challenge. Many parents rely on child care provided through an informal network of family members, friends, and neighbors (FFN). Parents may choose a family, friend or neighbor over a m

    First Class in Learning – First Class in Life

    Issue Brief | January 6, 2010

    High-quality early learning cannot be achieved or sustained when the bonds between teacher and child are broken because teachers leave their jobs to gain higher paid employment in order to support their own families. But a 2005 report by the Economic Policy Institute estimates that 40% of Washington’s child c

    Paving the Pathways to Quality

    Report | March 17, 2009 | By Hannah Lidman, Cameron Clark, Chloe Diamond

    Over the last several decades, a large body of rigorous research on early childhood education has repeatedly shown what many in the field already know: teachers are the most central figures in the quality of care. This overarching finding is based on the results of numerous studies examining the differences b

    Respecting Early Learning: Giving Early Childhood Education Directors and Teachers a Voice

    Issue Brief | February 24, 2009 | By Hannah Lidman, John Burbank

    Early learning is the basis for our children’s success in school, in work, and life. High-quality early learning relies on the most critical factors in teacher-child interaction: the teacher’s own professionalism, education, compensation, and morale. But the market for child care is fundamentally broken in Wa

    Early Childhood Education Career and Wage Ladder

    Fact Sheet | January 15, 2009

    The most important elements of high-quality early childhood education are the compensation, consistency, and education and training of child care teachers. Based on this knowledge, in 2005 the Legislature passed and the Governor signed into law House Bill 1636, the Early Childhood Education Career and Wage La

    A conversation with David Kirp

    Video | November 10, 2008

    David Kirp is a professor at the Goldman School of Public Policy at the University of California, Berkeley. His body of work includes some fifteen books, as well as many articles that have appeared in leading policy focused social science journals and law reviews. His latest book is “The Sandbox Investment: T

    Video: A World of Opportunity

    Video | February 28, 2008

    Based on finding from the report: “A World of Opportunity”. The report showcases the practical findings and the transformational nature of a study mission undertaken by a diverse group of 21 people (including members of the media, public school leadership and childcare program directors, policymakers, and bus

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