2018 Annual Report · 2018. 1. 17. · 2018 Annual Report - Indiana Early Learning Advisory Committee 3 CHAIRMAN Letter From The Governor Holcomb and the Indiana General Assembly:

2018 Annual Report

22018 Annual Report - Indiana Early Learning Advisory Committee

The Indiana Early Learning Advisory Committee (ELAC) would like to thank several organizations for their assistance in the development of this report. The following organizations were critical partners in providing data: Early Learning Indiana, Indiana Association for the Education of Young Children, Indiana Department of Education, Indiana Department of Workforce Development, Indiana Family and Social Services Administration (FSSA), Office of Early Childhood and Out-of-School Learning, First Steps, and Indiana State Department of Health. The appointed members of the Committee and Chairs of the seven ELAC workgroups provided valuable input and feedback.

Lastly, the members of the ELAC Data Coordination and System Integration workgroup contributed significantly to the development of this report: Co-Chair Charlie Geier, Indiana Youth Institute; Co-Chair Matt Hetzel, Management Performance Hub; Sara Abdalla, Indiana State Department of Health; Paul Fruits, Family and Social Services Administration; Cathy Gray, Evansville Vanderburgh School Corporation; Christina Hage, United Way of Central Indiana; Amber Johnson, Southeastern Indiana Economic Opportunity Corporation; Eric McKeown, Ice Miller; Susan McKinney (Burow), Early Learning Indiana; Brandon Myers, Indiana Department of Education; Jeff Milkey, Indiana Department of Education; Cheryl Miller, Indiana Head Start Association; John Peirce, Big Goal Collaborative; Ann Puckett-Harpold, M.A. Rooney Foundation; Sally Reed-Crawford, Indiana University; Stephen Reynolds, Ice Miller; Betty Walton, Indiana University.

The co-chairs of the ELAC Evaluation of Child and Family Outcomes workgroup, Megan Purcell, Purdue University, and Karen Ruprecht, Early Learning Indiana, also contributed to writing the Featured Section in this report.

The report was written and designed by the team at Transform Consulting Group: Amanda Lopez, Sara Anderson, Amanda Schortgen, and Lora Stephens.

The completion of the ELAC needs assessment and development of this report was funded by the FSSA Office of Early Childhood and Out-of-School Learning.

cknowledgmentsA


CHAIRMANetter From TheL

Governor Holcomb and the Indiana General Assembly:

One of ELAC’s primary statutory responsibilities is to assess where Indiana stands on the all-important topic of early childhood education. This Annual Report – the fifth in a series – thoroughly answers that question across a variety of important aspects of this work.

This year’s report shows increasing progress. More families are accessing high-quality care and education for their children birth to age 5. More providers are increasing the quality of their services. And importantly, through the joint efforts of the Executive and Legislative branches to expand On My Way Pre-K, many families in twenty Indiana counties will be able to afford high- quality settings for their four-year-olds.

But obstacles remain to the full realization of accessible, affordable, high-quality care and education. Access to high-quality care still varies tremendously across Indiana counties. And although many low-income families can now tap into subsidized care, others outside the income limits of On My Way Pre-K still struggle to cover the $8,818 average tuition cost – an investment to prepare their four-year-olds for future school and employment success.

For the first time, in this year’s Annual Report, ELAC created an interactive version of the needs assessment (statewide and by county) in a dashboard format. Interested stakeholders can drill down to see their county’s status, as a springboard for collaborative efforts to implement proven practices in their localities.

As my two terms of chairing ELAC come to a close, I am deeply appreciative of the opportunity. Thank you to those elected officials who have moved this work aggressively forward in the last four years. ELAC will endeavor to always provide a ready resource for accurate data and best-practice based recommendations to inform this foundational work.

Sincerely,

Kevin R. BainChairman, Early Learning Advisory Committee


able Of CONTENTS

TExecutive Summary PAGE 5

Young Children & Families PAGE 9

Accessibility PAGE 12

High-Quality PAGE 19

Affordability PAGE 26

Kindergarten Readiness PAGE 36

Recommendations PAGE 44

References PAGE 45

2018 Annual Report Indiana Early Learning Advisory Committee 4


ELAC is working to ensure that children ages birth to eight (8) years and their families have access to affordable, high-quality early childhood care and education programs that keep children healthy, safe, and learning.

xecutive SummaryEEach year, Indiana’s Early Learning Advisory Committee (ELAC) conducts a comprehensive needs assessment on critical early learning indicators and presents recommendations to the Governor’s Office and the Indiana Legislative Council on ways to address the identified needs.

This report focuses on the care and education of young children ages 0-5. It highlights both Indiana’s progress and areas where improvement is needed based on the needs assessment completed last year in 2017. The data presented in this report is compiled from multiple sources and provides a comprehensive overview about the state of young children in Indiana.

What Is ELAC’s Vision?

In Which Areas Has Indiana Made Progress?Thanks to the hard work of many early childhood professionals, business leaders, legislators, and community stakeholders, Indiana made progress in improving early childhood care and education for young children in 2017.

� There are communities in Indiana with no high-quality early childhood care and education programs.

� The tuition cost of high-quality early childhood care and education programs is unaffordable, and the available financial assistance for low-income families is insufficient.

� Infants and toddlers have less access to high-quality early childhood care and education programs than older children.

� Indiana does not have a uniform method of assessing kindergarten readiness of children.

In Which Areas Could Indiana Improve?

There are more high-quality early childhood care and education programs available.

More children are enrolled in high-quality programs.

Indiana consolidated its two pre-K pilot programs and expanded state-funded pre-K access to 15 additional counties.

The Indiana General Assembly authorized state funding to be used for capacity-building to address infrastructure needs in Indiana’s early learning system.

More communities are organized to support and invest in early childhood care and education in their community as reflected through the expansion of On My Way Pre-K to 15 additional counties and participation in the Indiana Summit for Economic Development via Coalition Building.

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ELAC Data Sources


Who Are The ELAC Appointed Committee Members?

ELAC is focused on the following 5 key strategies to address the need and ensure that critical local and statewide early childhood infrastructure will be in place and delivering increased accessibility, affordability, and quality.

1. Establish baselines and identify future needs.

2. Provide system development tools.

3. Facilitate community partnerships.

4. Demonstrate impact.

5. Secure resources.

What Are ELAC’s Key Strategies?

Establish Baselinesand future needs

Provide systemdevelopment tools

Facilitate Community

PartnershipsDemonstrate

Impact

SecureResources

With support from its partners and collaborative relationships, ELAC has accomplished the following in the past year.

What Has ELAC Accomplished?

Cindy Frey, Columbus Area Chamber ofCommerce

Connie Sherman, St. Mary’s Child Center

Nicole Norvell, FSSA Office of Early Childhood and Out-of-School Learning

Lacey Kottkamp, Indiana Head Start State Collaboration Office

Christopher Stokes, Eli Lilly and Company

Nathan Williamson, Indiana Department of Education

Kevin Bain, Chairman, Welborn Baptist Foundation, Inc.

Created an interactive version of the ELAC needs assessment (statewide and by county) in a dashboard format available here: elacindiana.org.

Provided expert testimony to both the Indiana House and Senate Committees on Education regarding the state of pre-K in Indiana.

Reviewed and updated the Family Engagement Toolkit.

Jointly led the second annual Indiana Summit for Economic Development via Early Learning Coalitions with key partners where almost 400 diverse stakeholders attended representing 59 counties and over 100 cities/towns.

Developed a draft policy on suspension and expulsion for early childhood care and education programs, being reviewed by the FSSA Office of Early Childhood and Out-of-School Learning.

Worked on developing a Data-Driven Decision Making Toolkit.

Worked on developing an Early Learning Coalition Building Toolkit.

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Based On This Needs Assessment, What Are ELAC’s Recommendations?While Indiana is making strides, there are key areas that could be strengthened.

1. Target resources, such as capacity-building grants, to areas where there are no available high-quality early childhood care and education programs. There is an opportunity to increase the number of high-quality registered ministries and school-based programs.

2. Expand access to affordable, high-quality early childhood care and education programs, especially for infants and toddlers.

3. Develop new and build on existing coalitions and partnerships in order to encourage community-wide investments in early learning.

4. Develop a uniform method of determining whether or not children are ready for kindergarten.

5. Continue to evaluate the effects of high-quality early childhood care and education programs on children past third grade since the positive impact of strong social-emotional skills continues to emerge well past that developmental period.

6. Support programs through professional development and on-site consultation that specifically address how to develop children’s social-emotional skills.

7. Strengthen the Paths to QUALITYTM system to include a stronger emphasis on assessing quality levels by measuring children’s outcomes in addition to program attributes.

8. Conduct a feasibility study on the advantages and disadvantages of requiring public assistance resources (e.g., CCDF) to only be used in high-quality settings.


2018 ELAC Dashboard Indiana Profile

Young Children Ages0-5

2016

506,761

2012 512,466

Young ChildrenLiving in Poverty

2015

25%=

2012 25%

Percent of Income aSingle Parent inPoverty Pays for

High-Quality Care

2017

54%▼

2011 41%

Children Living inHouseholds Where

All Parents Work

2015

65%=

2012 65%

Children Enrolled inKnown Programs

2017

133,270▲

2014 109,681

Children Enrolled inHigh-Quality

Programs

2017

49,300▲

2012 10,956

High-QualityEnrollment in Known

Programs

2017

37%▲

2014 33%

High-QualityEnrollment for

Children With AllParents Working

2017

15%▲

2012 3%

Early Childhood Careand Education

Workforce

2017

30,762▲

2012 30,454

Early Childhood Careand Education

Workforce with AnyBA Degree

2015

27% ▲

2010 23%

Annual MedianSalary for Preschool

Teachers

2016

$23,370▼

2011 $23,890

Projected EarlyChildhood Care and

EducationWorkforce Deficit

2016

8,195▼

2014 8,043

Children Ready forSchool

2017

?

Children Enrolled inKindergarten

2017

90.7%▲

2012 87%

Children Retained inKindergarten

2017

4.4%▼

2012 3.7%

Cost ofRetention

2017

$22,672,339▼

2013 $21,609,375

Visit www.elacindiana.org for data sources, technical descriptions of eachdata element in this profile, all county profiles, and the state's full annualreport.

Improved ▲ Worsened ▼


oung Children & FamiliesYIndiana’s

Young Children

2016 (Ages 0-5)

506,761

Infants

83,679

One-Year-Olds

84,138

Two-Year-Olds

84,727

Three-Year-Olds

84,874

Four-Year-Olds

84,569

Five-Year-Olds

84,774Data Source: Puzzanchera, C., Sladky, A. and Kang, W. (09/2017). Easy Access to Juvenile Populations: 1990-2016. Online. Available: https://www.ojjdp.gov/ojstatbb/ezapop/

Key Indicators

25%

24%

49%100% of FPL100%-200% of FPLMore than 200% of FPL

Above Low-Income

Low-Income

In Poverty

Data Source: U.S. Census Bureau, 2011-2015 American CommunitySurvey 5-Year Estimates, Table B17024.Online. Available:

h�ps://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml

Figure 4: How many young children areliving within the federal poverty levels?

Two Parents66%

Single Parent34%

Children Under the Careof Grandparents

4%

Figure 6: What is the family structureof households in Indiana?

Data Source: U.S. Census Bureau, 2011-2015 AmericanCommunity Survey 5-Year Estimates, Table S1101. Online.

Available: h�ps://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml

Note: Data represents family households with childrenunder 18 years with children under 6 years.

65%

Figure 3: How many childrenneed care because all parents

are working?

Data Source: U.S. Census Bureau, 2011-2015 AmericanCommunity Survey 5-Year Estimates, Table B23008. Online.

Available:h�ps://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml

Note: The percent of children who need care is calculated bytaking the number of children age 0-5 with parents in the wor..

83,679

168,865

254,217

Figure 1: What is the population byage group?

Data Source: Puzzanchera, C., Sladky, A. and Kang, W. (09/2017).Easy Access to Juvenile Populations: 1990-2016. Online. Available:

h�ps://www.ojjdp.gov/ojstatbb/ezapop/

Notes: Infants are children birth to age 1; Toddlers are children ages1 and 2. Preschool age children are ages 3 through 5.

Infant

Toddler

Preschool

3% 1%

14%

82%

RaceAsianAmerican IndianBlackWhite



Figure 7: How many children are under the care ofgrandparents?

Children Livingwith Grandparents

7%

Data Source: Puzzanchera.C., Sladky, A. and Kang, W. (09/2017). Easy Access to JuvenilePopulations: 1990-2016. Online. Available: h�ps://www.ojjdp.gov/ojstatbb/ezapop/. U.S.

Census Bureau, 2011-2015 American Community Survey 5-Year Estimates, Table B10002.Online. Available: h�ps://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml

Note: Data is for children Under 18 years.

Figure 8: What is the race of youngchildren?

American IndianAsianBlack

White 82%14%

3%1%


Figure 2. How many young children ages 0-5 are there across Indiana?

Data Source: Puzzanchera, C., Sladky, A. and Kang, W. (09/2017). Easy Access to Juvenile Populations: 1990-2016. Online. Available: https://www.ojjdp.gov/ojstatbb/ezapop/

White1,727

Wells2,156

Warrick4,273

Warren562

Wabash1,982

Vigo7,512

Vermillion1,012

Vanderburgh13,288

Switzerland825

Starke1,617

Spencer1,402

Posey1,776

Pike860

Perry1,179

Parke1,173

Ohio347

Miami2,331

Lake36,224

Knox2,777

Jennings2,133

Jefferson2,173

Huntington2,490

Harrison2,829

Fulton1,522

Floyd5,492

Clay1,917

Clark8,879

Cass2,871

Whitley2,394

Wayne4,598

Washington1,907

Union451

Tipton889

Tippecanoe13,770

Sullivan1,389

Steuben2,235

St. Joseph21,051

Shelby3,063

Sco�1,701

Rush1,143

Ripley1,969

Randolph1,809

Putnam2,194

Pulaski805

Porter11,150

Owen1,349

Orange1,355

Noble3,680

Newton855

Morgan4,518

Montgomery2,805

Monroe7,756

Martin789

Marshall3,430

Marion83,527

Madison8,851

Lawrence2,958

LaPorte7,867

LaGrange4,263

Kosciusko6,276

Johnson11,885

Jay1,877

Jasper2,352

Jackson3,581

Howard6,120

Henry2,931

Hendricks11,954

Hancock5,033

Hamilton26,320

Greene2,070

Grant4,447

Gibson2,611

Franklin1,564

Fountain1,086

Faye�e1,481

Elkhart18,460

Dubois3,304

Delaware7,165

DeKalb3,241

Decatur2,041

Dearborn3,172

Daviess3,262

Crawford696

Clinton2,666

Carroll1,355

Brown719

Boone5,357

Blackford904

Benton697

Bartholomew6,524

Allen31,809

Adams3,951

Figure 2: How many young children ages 0-5 are there across Indiana?

Data Source: Puzzanchera, C., Sladky, A. and Kang, W. (09/2017). Easy Access to Juvenile Populations: 1990-2016. Online. Available:h�ps://www.ojjdp.gov/ojstatbb/ezapop/

State Total: In 2016, Indianahad 506,761 young childrenages 0-5.

State Total: In 2016, Indiana had 506,761 young children ages 0-5.

The Indiana county map shows how many children ages 0-5 there are by county. Early Childhood Care and Education focuses on infants, toddlers, and preschool-age children. Infants, birth to age one, make up 17% of young children; toddlers, ages 1 and 2, make up 33%; and preschool-age children, ages 3 through 5, make up 50%.

Indiana has approximately half a million young children ages 0-5. Approximately 84,000 babies are born in Indiana annually, and the number of children remains consistent across the early years.


Figure 1: What is the population by age group?1

1. Infants are children birth to age 1; Toddlers are children ages 1 and 2; Preschool-age children are ages 3 through 5.

Data Source: Puzzanchera, C., Sladky, A. and Kang, W. (09/2017). Easy Access to Juvenile Populations: 1990-2016. Online. Available: https://

www.ojjdp.gov/ojstatbb/ezapop/


In Indiana, the majority of families with young children are working families, contributing to the economy. Based on Census data, two-thirds of families with young children ages 0-5 need early childhood care and education due to all parents in their household working.

Despite so many parents engaging in the workforce, half of all families with young children are still considered low-income, and one-fourth live in poverty.2

Figure 5 shows the federal poverty guidelines by family size and income level.

2. Those at or below 100% of the Federal Poverty Level (FPL) are in poverty, those between 100-200% FPL are considered low-income, and those above 200% FPL are above low-income. Income levels can be found on the Federal Register: https://www.federalregister.gov/documents/2017/01/31/2017-02076/annual-update-of-the-hhs-poverty-guidelines.3. Federal Poverty Levels are noted at 100% of FPL. The other FPL percentages were calculated based on their respective percent above 100% (i.e. Income for one parent, one child at 100% of FPL is $16,240. To calculate that at 125% of FPL, take $16,240 multiplied by 1.25 to get $20,300.)

How Many Young Children In Indiana Are Living In Poverty?

25%

24%


Above Low-Income

Low-Income

In Poverty




Two Parents66%

Single Parent34%


4%





65%


are working?




83,679

168,865

254,217





Infant

Toddler

Preschool

3% 1%

14%

82%






7%






White 82%14%

3%1%


Less than 100% FPL 100%-125% FPL3 125%-185% FPL 185%-200% FPLA family within 100% to 125% of poverty

makes less than the following annual

income.

A family within 125% to 185% of poverty


income.

A family within 185% to 200% of poverty


income.Two People (One

Parent, One Child)Three People (e.g., Two Parents, One

Child)$20,420 $25,525 $25,525 $40,840

Four People (e.g., Two Parents, Two

Children)$24,600 $30,750 $45,510 $49,200

Figure 5: What are the Federal Poverty Level (FPL) Guidelines?

A family in 100% poverty makes less than

the following annual income.

Family Size

Figure 3: How many children need care because all parents are working?

Data Source: U.S. Census Bureau, 2011-2015 American Community Survey 5-Year Estimates, Table B23008. Online. Available: https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml

Two-thirds of families need early childhood care &

education while parents work.

Figure 4: How many young children are living within the federal poverty levels?

$16,240 $20,300 $30,044 $32,480

25%

25%


Above Low-Income

Low-Income

In Poverty




Two Parents66%

Single Parent34%


4%




Footnote: Data represents family households with childrenunder 18 years with children under 6 years.

65%

Figure 3: How many children needcare because all parents are working?



..

83,679

168,865

254,217




Footnote: Infants are children birth to age 1; Toddlers are childrenages 1 and 2. Preschool age children are ages 3 through 5.

Infant

Toddler

Preschool

3% 1%

14%

82%






7%



Footnote: Children under the care of grandparens represents children under 18 yearsold.



White 82%14%

3%1%


Data Source: U.S. Census Bureau, 2011-2015 American Com-munity Survey 5-Year Estimates, Table B17024.Online. Available:

https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml


What Is The Structure Of Hoosier Families?In Indiana, the structure of families with children varies widely. Two-thirds of children live in two-parent households, and the other third live in single-parent households. Within this family structure, a growing trend is emerging in Indiana of grandparents raising their grandchildren.

What Is The Race Of Young Children?

4. Children living with grandparents represents children under 18 years old.

25%

24%


Above Low-Income

Low-Income

In Poverty




Two Parents66%

Single Parent34%


4%





65%


are working?




83,679

168,865

254,217





Infant

Toddler

Preschool

3% 1%

14%

82%






7%






White 82%14%

3%1%


26%

25%


Above Low-Income

Low-Income

In Poverty




Two Parents66%

Single Parent34%





65%




..

83,679

168,865

254,217





Infant

Toddler

Preschool

3% 1%

14%

82%




Figure 7: How many children are living withgrandparents?


7%



Footnote: Children living with grandparents represents children under 18 years old.



White 82%14%

3%1%


The majority of young children in Indiana are white; fourteen percent of children are black.

Data Source: U.S. Census Bureau, 2011-2015 American Community Survey 5-Year Estimates, Table S1101. Online. Available: https://factfinder.census.

gov/faces/nav/jsf/pages/index.xhtml

Data Sources: Puzzanchera.C., Sladky, A. and Kang, W. (09/2017). Easy Access to Juvenile Populations: 1990-2016. Online. Available: https://www.ojjdp.gov/ojstatbb/

ezapop/; U.S. Census Bureau, 2011-2015 American Community Survey 5-Year Estimates, Table B10002. Online. Available: https://factfinder.census.gov/faces/nav/jsf/

pages/index.xhtml

Data Source: Puzzanchera, C., Sladky, A. and Kang, W. (09/2017). Easy Access to Juvenile Populations: 1990-2016. Online. Available: https://www.ojjdp.gov/ojstatbb/ezapop/

4

25%

24%


Above Low-Income

Low-Income

In Poverty




Two Parents66%

Single Parent34%


4%





65%




..

83,679

168,865

254,217





Infant

Toddler

Preschool

3% 1%

14%

82%






7%



Footnote: Children under the care of grandparens represents children under 18 yearsold.



White 82%14%

3%1%


ccessibilityA2020 ELAC Goal: High-quality early childhood care and education will be accessible for all children and families.


Young Children Enrolled in

Known Programs

Known Early Childhood Care and Education

Programs

Young Children Who Need Care

Enrolled in Known Programs

Individuals Employed in

Early Childhood Care & Education

Workforce

Young Children Who Are Likely in

Need of Care

326,985 133,270 5,278 41% 30,762

Data Sources: Early Learning Indiana, 2017; FSSA Office of Early Childhood and Out-of-School Learning, SFY 2016-17; Indiana Department of Education, 2017; U.S. Census Bureau, 2011-2015 American Community Survey 5-Year Estimate, Table B23008. Online. Available: https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml.

How Many Young Children In Indiana Need Care Because Parents Are Working?The majority of Indiana families are working families, with all parents in the workforce. This means an estimated 326,985 children need early childhood care and education outside the home while their parent(s) works. However, the state is only able to identify that 133,270 children (41%) are enrolled in known early childhood care and education programs. This means that more than half (59%) of young children who need care are in an informal setting where there are no regulations regarding health, safety, and quality--such as with a relative, friend, or neighbor.

Families enroll children in informal care settings for various reasons. For some parents, informal care from a relative or friend is their top choice, and they may not have searched for formal care at all. Other parents may wish to be able to choose a formal setting for their child but cannot due to a lack of availability at programs in their community. In particular, there is a lack of capacity for infants and young toddlers in many communities in Indiana. Some families may not realize there is a difference in the type of formal and informal care programs available.

In taking a closer look across the state, the percentage of children who need care and are enrolled in formal programs varies by county. The majority of counties have 25-50% of their children who need care enrolled in a known program.

59%41%Children Not Enrolled in Formal Care | 193,715Children Enrolled in Formal Care | 133,270

Figure 9: Children Enrolled in Formal and Informal EarlyChildhood Care and Education

Data Sources: Early Learning Indiana, 2017; FSSA Office of Early Childhood and Out-of-SchoolLearning, 2017; Indiana Department of Education, 2017; U.S. Census Bureau, 2011-2015 American

Community Survey 5-Year Estimates, Table B23008. Online. Available:h�ps://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml .

..

18%

13%

56%

13%

Figure 11: Indiana's Formal Early Childhood Care and Education

Child Care CentersSchool-Based ProgramsFamily Child Care ProgramsRegistered Ministries

41%

21%

17%

21%

Programs Enrollment

Data Sources: Early Learning Indiana, 2017; FSSA Office of Education and Out-of-School Learning, 2017; IndianaDepartment of Education, 2017.

0

10,000

20,000

30,000

28,126

36,321

27,939

Figure 13: Can the supply of early childhood careand education teachers meet the demand?

2026with 30% turnover

20262016

Data Source: Indiana Department of Workforce Development, 2017...

Infant8,874

Toddler31,792

Preschool-Age92,604

Figure 12: How many childrenare enrolled by age?

Data Sources: Early Learning Indiana, 2017; IndianaDepartment of Education, 2017.

Calculation: known enrollment [age group] divided by ([agegroup] population mulitplied by the percent of children 0-..

Infant Toddler Preschool-Age

56%

29%16%

Figure 12: How many children areenrolled by age?

Data Sources: Early Learning Indiana, 2017;Indiana Department of Education, 2017.

Key Indicators

Data Sources: Early Learning Indiana, 2017; FSSA Office of Early Childhood and Out-of-School Learning, 2017; Indiana Department of Education, 2017; U.S. Census Bureau, 2011-2015 American

Community Survey 5-Year Estimates, Table B23008. Online. Available: https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml.


Vanderburgh52%

Floyd59%

Warrick43%

Wabash27%

Switzerland34%

Spencer41%

Posey46%

Pike38%

Ohio29%

Miami35%

Knox48%

Jefferson33%

Huntington34%

Harrison44%

Fulton28%

Clay25%

Clark35%

Cass27% Wells

25%

Starke23%

Sco�24%

Tippecanoe50%

Randolph55%

Montgomery52%

Monroe68%

Lawrence59%

Jackson55%

Boone59%

Bartholomew68%

Whitley34%

White35%

Wayne45%

Vigo40%

Vermillion50%

Union26%

Sullivan45%

Steuben31%

St. Joseph46%

Rush33%

Ripley30%

Putnam31%

Pulaski40%

Perry32%

Parke43%

Owen30%

Orange27%

Noble29%Marshall

28%

Marion45%

Madison41%

LaPorte38%Lake

36%

Kosciusko32%

Johnson30%

Jennings29%

Jasper25%

Howard39%

Henry35%

Hendricks47%

Hancock38%

Hamilton40%

Greene31%

Grant39%

Gibson45%

Fountain25%

Faye�e43%

Elkhart32%

Dubois44%

Delaware45%

DeKalb49%

Decatur25%

Dearborn40%

Daviess34%

Crawford37%

Clinton28%

Carroll30%

Brown45%

Benton41%

Allen49%

Adams29%

Washington22%

Warren15% Tipton

21%

Shelby23%

Porter21%

Morgan22%

Martin22%

LaGrange21%

Jay11%

Franklin23%

Blackford11%

Newton8%

Figure 10: What percent of young children who need care are enrolled in a known earlychildhood care and education program?

Data Source: Early Learning Indiana, 2017; Indiana Department of Education, 2017; U.S. Census Bureau, 2011-2015 American Community Survey 5-YearEstimates, Table B23008. Online. Available: h�ps://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml .

..

Less than 10% Enrolled10% - 25% Enrolled25% - 50% EnrolledOver 50% Enrolled

State Total: 41%There are 133,270 young childrenenrolled in a formal earlychildhood care and educationprogram in Indiana.

2018 Annual Report Indiana Early Learning Advisory Committee 10142018 Annual Report - Indiana Early Learning Advisory Committee

Data Source: Early Learning Indiana, 2017; Indiana Department of Education, 2017; U.S. Census Bureau, 2011-2015 American Community Survey 5-Year Estimates, Table B23008. Online. Available: https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml.

What percent of young children who need care are enrolled in a known early childhood care and education program?

What Types Of Formal Early Childhood Care And Education Programs Are Available?

2018 Annual Report - Indiana Early Learning Advisory Committee 15





..

18%

13%

56%

13%



41%

21%

17%

21%

Programs Enrollment


0

10,000

20,000

30,000

28,126

36,321

27,939



20262016


Infant8,874

Toddler31,792

Preschool-Age92,604





56%

29%16%



Indiana has different formal early childhood care and education program options available to families. There are 5,278 registered, licensed, and exempt early childhood care and education programs that enroll young children ages 0-5.

The greatest number (over 50%) of early childhood care and education programs are family child care (see p. 16 for definitions). However, they have limited capacity to serve children in their homes and therefore only serve 17% of children ages 0-5. The highest number (41%) of children receive early childhood care and education in a licensed child care center. Registered ministries and school-based programs - which include public and non-public schools - enroll the next highest amount of children.

Data Sources: Early Learning Indiana, 2017; FSSA Office of Early Childhood and Out-of-School Learning, 2017; Indiana Department of Education, 2017.


Early Childhood Care And Education Program Options5

Licensed Child Care Center: Licensed Child Care Centers typically have multiple classrooms, each geared toward children of a particular age--infants, toddlers, or preschoolers. Child care centers are also often open 10-12 hours per day to accommodate parents who work during the day. They have the highest number of standards to meet to receive licensure. Most licensed child care centers are stand-alone facilities but some operate within a school,

hospital, or factory. There are some schools that operate a licensed child care center within their school building. Head Start programs may also include a licensed child care center.

Family Child Care: Family child care programs are located in residential homes and provide care to a much smaller number of children than other programs. Their hours typically accommodate working families--with some home providers offering overnight and weekend care for families who work 2nd and 3rd shifts. Family child care providers may accept children of various ages, who are likely to spend time together in a mixed-age setting. Some family child care programs are licensed,

meeting health and safety standards. Licensed family child care programs can participate in Paths to QUALITYTM and earn a high-quality designation. However, if family child care providers care for only up to 5 children who are unrelated to them, then they can legally operate without a license, meaning these programs are not regulated for safety and quality.

Registered Ministry: Another option for families is registered ministries, which are non-profits that are not required to be licensed. Registered ministries have to meet many health and safety requirements, but the regulations are not the same as licensing regulations. Many registered ministries are structured like Licensed Child Care Centers with similar hours and classrooms for children of the same age group. Some registered ministries are operated inside churches while others might

be a stand-alone facility like a Child Care Center.

School-Based Program: School-based programs, which include public, charter, and non-public schools, are a growing trend of early childhood care and education program options. Most school-based programs do not serve infants and young toddlers, primarily focusing on preschool-age children. Many school-based programs are partial-day programs operating 2-3 hours per day, with only some schools offering full-day options for working families. Many school-based programs

are exempt from the requirement to be licensed or registered.

5. Program definitions can be found in the Early Learning Advisory Committee’s Indiana Glossary on Early Learning Terms and Organizations, 11/2016. Available: http://www.elacindiana.org/elacindiana/wp-content/uploads/2016/12/Final-Glossary-1220.pdf2018 Annual Report - Indiana Early Learning Advisory Committee 16


There are many reasons why fewer infants and toddlers are enrolled in early childhood care and education:

● A family may want to use informal early childhood care and education (family member, friend or neighbor) to watch their infant or toddler.

● There may be a lack of openings for infants and toddlers at formal programs in a family’s community.

● The formal infant and toddler program options may be considered too expensive for a family, given that infant and toddler care and education is more expensive than that of preschool-age children (see p. 27).

The growing body of research (Business case for early childhood investments, n.d.) demonstrates that the first three years are particularly crucial since 80 percent of the brain is developed by age 3.

Which Formal Early Childhood Care And Education Programs Are Available By Age Group?As indicated on p. 13, of the young children ages 0-5 who need care, less than half (41%) are enrolled in a formal early childhood care and education program. The majority of the children enrolled in formal early childhood care and education programs are preschool-age children. There are significantly fewer infants enrolled in formal early childhood care and education.

The majority of the children enrolled in

formal early childhood care and education

programs are preschool-age

children.





..

18%

13%

56%

13%



41%

21%

17%

21%

Programs Enrollment


0

10,000

20,000

30,000

28,126

36,321

27,939



20262016


Infant8,874

Toddler31,792

Preschool-Age92,604





56%

29%16%



Data Sources: Early Learning Indiana, 2017; Indiana Department of Education, 2017.

Figure 12: How many children are enrolled by age?


Can The Supply Of Early Childhood Care And Education Teachers Meet The Demand?The capacity to care for and educate all of Indiana’s young children is dependent on attracting and retaining a qualified early learning workforce. Two state agencies collect information on Indiana’s early learning workforce: Indiana’s Family and Social Services Administration (FSSA) and the Indiana Department of Education (IDOE). Based on data gathered from both agencies, 30,762 individuals make up the early childhood care and education workforce.

Indiana’s Department of Workforce Development tracks information and provides forecasts, using the categories “child care workers” and “preschool teachers.” In order to continue to meet the future demand in formal settings, there will be a projected shortfall of 8,195 child care workers and preschool teachers by 2026, accounting for a 30% annual turnover rate. The projected shortfall is a conservative estimate, because it does not account for those providing informal care to young children and other people employed in formal settings, such as cooks, bus drivers, and administrators.

Based on the data collected for this year’s needs assessment, the following unmet needs have been identified:

What Is The Unmet Need For Access To Early Childhood Care And Education?

� We only know where 41% of young children who need care are enrolled. We don’t know the type or quality of care the other 59% are receiving.

� The majority of young children enrolled in “informal” care (friend, family, neighbor) are infants and toddlers.

� There are not enough individuals in the workforce to support the future demand.

58%42%

Children Not Enrolled in Formal Care | 190,354Children Enrolled in Formal Care | 136,631


Data Sources: Early Learning Indiana, 2017; U.S. Census Bureau, 2011-2015 American CommunitySurvey 5-Year Estimates, Table B23008. Online. Available:

h�ps://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml .

Notes: Children not enrolled in care is calculated by taking the number of children likely in needof care based on the number of children ages 0-5 with parents in the workforce from the CensusBureau American Community Survey (2015) minus the children ages 0-5 enrolled in care basedon data from Early Learning Indiana (2017).

17%

14%

56%

13%



38%

23%

16%

23%

Programs Enrollmentby Program

Data Sources: Early Learning Indiana, 2017; Indiana Department of Education, 2017.

0

10,000

20,000

30,000

28,126

36,321

27,939

Figure 13: Do we have enough early childhood careand education teachers to meet the demand?


20262016

Data Source: Indiana Department of Workforce Development, 2017.

Note: The data represents childcare workers and preschool teachers. Countiesthat were projected to have less than 10 preschool teachers or childcareworkers in 2016 were suppressed to protect identification and "10" was used inthe shortfall calculation.2016: 113 childcare worker jobs and 19 preschool teacher jobs were not specificto any county.2026: 167 childcare worker jobs and 36 preschool teacher jobs were not specificto any county.

Infant9,072

Toddler32,321

Preschool-Age95,238


Data Source: Early Learning Indiana, 2017.

Calculation: known enrollment [age group] divided by ([agegroup] population mulitplied by the percent of children 0-5who need care).


30%

58%

17%



Data Source: Indiana Department of Workforce Development, 2017.

Figure 13: Can the supply of early childhood care and education teachers meet the demand?

8,195 child care workers and preschool teachers by

There will be a projected shortfall of

2026

igh-QualityH2020 ELAC Goal: High-quality early childhood care and education will be aligned around best practices in all communities.


Key IndicatorsHigh-Quality Early Childhood Care and Education Programs

Children Enrolled in High-Quality Early Childhood Care and

Education

Children Who Need Care Enrolled in

High-Quality Early Childhood Care and

Education

Counties with No High-Quality Early Childhood Care and Education Program

1,198 49,300 15% 9

Data Sources: Early Learning Indiana, 2017; FSSA Office of Early Childhood and Out-of-School Learning; Indiana Department of Education, 2017; U.S. Census Bureau, 2011-2015 American Community Survey 5-Year Estimates, Table B23008. Online. Available: https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml.

A growing body of research demonstrates that children - especially low-income children - enrolled in high-quality early childhood care and education programs achieve positive academic, social, and economic outcomes (Nelson, Brodnax, & Fischer, 2016). In response to this research (Nelson et al., 2016), Indiana has been working to increase the availability and capacity of high-quality early childhood care and education programs.

What Is ELAC’s Definition Of High-Quality?ELAC defines a high-quality program as meeting Level 3 or Level 4 on Indiana’s voluntary quality rating system, Paths to QUALITYTM (PTQ), or being nationally accredited by an approved accrediting body. The standards outlined by PTQ and accrediting bodies are aligned to best practices that are grounded in research on positive child outcomes (Elicker, 2007).

Programs that are high-quality have these key components:

Have an age-appropriate educational curriculum throughout the year

Have teachers who are trained and receive ongoing professional development each year

Have teachers who observe children to assess their strengths and weaknesses, as they continuously interact with children to develop their skills in all areas

Meet the other requirements in Levels 2 and 1

4

4

4

4


How Has The Number Of High-Quality Programs Changed Over Time?Six years ago, Indiana only had 708 high-quality early childhood care and education programs with just under 11,000 children enrolled. In 2017, there are now 1,198 high-quality early childhood care and education programs with 49,300 children enrolled.

In the past year alone, Indiana has added 100 additional high-quality early childhood care and education programs and enrolled over 4,300 more children in high-quality programs.

Many programs not yet rated as high-quality are making progress toward becoming high-quality. Before reaching Level 3 on Paths to QUALITYTM (PTQ), there are several steps that programs must take. Participation in PTQ is voluntary; therefore new and existing early childhood care and education programs first have to learn about PTQ and decide to enroll. Then, there are many steps they need to take toward quali-ty enhancement before achieving the high-quality designation of Level 3.

The majority (77%) of Indiana’s early childhood care and education programs are not high-quality programs. About half of all early childhood care and education programs in Indiana are participating in PTQ, which is a significantly high participation rate compared to oth-er states. Most early childhood care and education programs participating are still at Level 1 in PTQ with the fewest number of programs at Level 2. Indiana has an additional 10 early

childhood care and education programs that are nationally accredited and meet ELAC’s definition of high-quality but are not participating in PTQ.

6. The definition of program types has changed over time. In 2015, Indiana implemented an additional pathway for public preschools to participate in Paths to QUALITYTM.

2012 2013 2014 2015 2016 2017

0

500

1,000

Nu

mbe

r of

Pro

gram

s

Figure 14: Are the number of high-quality earlychildhood care and education programs increasing?

All ProgramsFamily Child Care

Child Care CenterSchool-Based

Registered Ministry

Data Sources: Early Learning Indiana, 2017; FSSA Office of Early Childhood andOut-of-School Learning, 2017; Indiana Department of Education, 2017.

..

8,87431,792

92,604

Enrollment in KnownPrograms by Age

used forreference/legend

Level 4

Level 3

Level 2

Level 1

Not Participating 2,580

1,264

405

246

783

Figure 15: How many programs are participating inPaths to QUALITY™?

High-Quality ..

Data Sources: FSSA, Office of Early Childhood and Out-of-School Learning, 2017;Indiana Department of Education, 2017.

Data Sources: FSSA, Office of Early Childhood and Out-of-School Learning, 2017; Indiana Department of Education, 2017.

Figure 14: How many programs are participating in Paths to QUALITYTM?

Data Sources: Early Learning Indiana, 2017; FSSA Office of Early Childhood and Out-of-School Learning, 2017; Indiana Department of Education, 2017.

Nu

mbe

r of

Pro

gram

s

2012 2013 2014 2015 2016 2017

0

500

1,000

Nu

mbe

r of

Pro

gram

s

Figure 14: Are the number of high-quality earlychildhood care and education programs increasing?

All ProgramsFamily Child Care

Child Care CenterSchool-Based

Registered Ministry

Data Sources: Early Learning Indiana, 2017. Indiana Department of Education, 2017.Historical data from the Family and Social Services Administration Office of Early

Childhood and Out-of-School Learning, 2017...

9,07232,321

95,238

Enrollment in KnownPrograms by Age

used forreference/legend

Level 4

Level 3

Level 2

Level 1

Not Participating 2,723

1,257

405

776

247

Figure 15: How many programs are participating inPaths to QUALITY™?

High-Quality ..

Data Sources: Early Learning Indiana, 2017. Indiana Department of Education, 2017.

6

Figure 15: Are the number of high-quality early childhood care and education programs increasing?


How Does Access To High-Quality Vary By Location?Statewide, the number of high-quality programs is increasing. Over half of the counties increased their number of high-quality programs compared to last year. Many counties with less than three high-quality programs have added more. However, several counties have lost some of their high-quality programs or had no increase in the number of high-quality programs. Even if a county showed no increase, they could still be taking steps to ultimately increase their total number of high-quality programs by adding more Level 1 and Level 2 PTQ programs. For instance, there were 20 counties that saw an increase in the number of Level 2 PTQ programs over the last year.

3,605

12,406

33,289

8,87431,792

92,604

AgeInfantToddlerPreschool-Age

Enrollment inKnown Programs

by Ageused for

reference/legend

Figure 18: How many children areenrolled in a high-quality program?

Data Source: Early Learning Indiana, 2017...

Ch

ild C

are

Cen

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Sch

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Bas

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Reg

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red

Min

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Fam

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31,923

5,0876,755

5,535

Ch

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Sch

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Reg

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Min

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Fam

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581

11277

Figure 19: What types ofhigh-quality program options

are available?

Total Programs:1,198

Total Enrollment:49,300

Data Sources: Early Learning Indiana, 2017; FSSAOffice of Early Childhood and Out-of-School Learning,

2017; Indiana Department of Education, 2017.

Child Care CenterSchool-BasedRegistered Minist..Family Child Care

40%

41%

19%

Figure 16: How does the change in the number ofcounties with high-quality programs compare

from 2016 to 2017?

IncreaseNo ChangeDecrease

Data Source: FSSA Office of Early Childhood and Out-of-School Learning, 2017.


33,289

12,406

3,605

Figure 18: How many childrenare enrolled in a high-quality

program by age?


program?




232018 Annual Report - Indiana Early Learning Advisory Committee 2018 Annual Report Indiana Early Learning Advisory Committee 10232018 Annual Report - Indiana Early Learning Advisory Committee

Jefferson13

Washington1

Switzerland2

Spencer3

Sco�2

Posey8

Ohio1

Miami4

Cass4

Marion202

Lake116

Allen119

Vigo50

Vanderburgh54

St. Joseph58

Monroe50

Wayne14

Warrick13

Tippecanoe38

Porter19

Madison18

LaPorte30

Kosciusko10

Johnson21

Jackson12

Howard16

Hendricks22

Harrison12

Hancock12

Hamilton42

Grant16

Floyd21

Elkhart19

Dubois14

Delaware15

Clark16

Bartholomew11

Whitley5

White7

Wabash5

Vermillion2

Union1

Tipton2

Steuben3

Shelby3

Ripley5

Randolph2

Putnam3

Pike3

Perry4

Parke3

Owen2

Orange1

Noble6

Morgan2

Montgomery3

Martin1

Marshall8

Lawrence5

LaGrange2

Knox7

Jennings1

Jay3

Huntington4

Henry3

Greene2

Gibson9

Fulton2

Franklin3

Fountain3

Faye�e2

DeKalb6

Decatur2

Dearborn7

Daviess8

Crawford2

Clinton2

Clay7

Carroll4

Brown1

Boone8

Blackford2

Benton2

Adams3

Wells0

Warren0

Sullivan0

Starke0

Rush0

Pulaski0Newton

0

Jasper0

Figure 17: How many high-quality programs are available in Indiana communities?

No HQ Programs Less than 10 10-49 50-99 More than 100

State Total: 1,249 high-qualityprograms.

Data Source: Early Learning Indiana, 2017; FSSA Office of Early Childhood and Out-of-School Learning, 2017.


How Does Access To High-Quality Vary By Age?Access to high-quality early childhood care and education programs not only varies by community but also by the age of the child. Similar to formal care, most available high-quality seats are for preschool-age children. There are significantly fewer high-quality seats available for infants and toddlers.

Of the more than 4,000 additional children enrolled in high-quality early childhood care and education programs since last year, over over 3,000 (or 69%) of them were preschool-age children. This is partly due to On My Way Pre-K expansion that has resulted in more high-quality preschool programs and additional seats in ex-isting high-quality programs. However, there was also an increase in infants and toddlers enrolled in high-quality early childhood care and education programs. Some programs that improved their level of quality in order to participate in On My Way Pre-K also serve infants and toddlers.

Based on the information shared in the first section, many infants and toddlers still need care due to their families working. Most infants and toddlers who need care are receiving it through informal care–neighbors, family members, and friends–where the quality of care is unregulated.


3,605

12,406

33,289

8,87431,792

92,604



by Ageused for

reference/legend



Ch

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31,923

5,0876,755

5,535

Ch

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Fam

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11277


are available?






40%

41%

19%


from 2016 to 2017?




33,289

12,406

3,605


program by age?


program?





Depending on a family’s community, access to high-quality early childhood care and education programs can vary. Indiana has many counties with less than three high-quality programs, which means families may not be able to choose the program option they want. Family child care and licensed child care centers are the largest number of high-quality programs. Licensed child care centers have the highest capacity to enroll children. The number of school-based programs becoming high-quality is increasing, which is also adding more options for families - although school-based programs primarily have seats for preschool-age children, not infants and toddlers.

What Is the Unmet Need For Access To High-Quality Early Childhood Care And Education?Based on the data collected for this year’s needs assessment, the following unmet needs have been identified:

� Access to high-quality early childhood care and education is not available for most families who need care.

� There is less access to high-quality early childhood care and education for our youngest Hoosiers–infants and toddlers–which is the opposite of what is needed based on the research that identifies this age as a critical growth period.

� There is disparity across communities regarding access to high-quality early childhood care and education.

� The greatest growth opportunity for expanding the number of high-quality seats in early childhood care and education is through registered ministries and school-based programs as well as focusing on advancing Level 1 and Level 2 PTQ programs.

3,605

12,406

33,289

8,87431,792

92,604



by Ageused for

reference/legend



Ch

ild C

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Cen

ter

Sch

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Bas

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Reg

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red

Min

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Fam

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Car

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31,923

5,0876,755

5,535

Ch

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are

Cen

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Sch

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Reg

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Fam

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428

581

11277


are available?






40%

41%

19%


from 2016 to 2017?




33,289

12,406

3,605


program by age?


program?



3,605

12,406

33,289

8,87431,792

92,604



by Ageused for

reference/legend



Ch

ild C

are

Cen

ter

Sch

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Bas

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Reg

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red

Min

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Fam

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31,923

5,0876,755

5,535C

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ente

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Fam

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11277


are available?






40%

41%

19%


from 2016 to 2017?




33,289

12,406

3,605


program by age?


program?


Data Source: Early Learning Indiana, 2017.Data Sources: Early Learning Indiana, 2017; FSSA Office of Early Childhood and Out-of-

School Learning, 2017.


How Does Access To High-Quality Vary By Program?

ffordabilityA2020 ELAC Goal: High-quality early childhood care and education will be affordable for at-risk families.


Key IndicatorsAverage Annual

Tuition Cost of All Early Childhood Care

and Education

Average Annual Tuition Cost of

High-Quality Early Childhood Care and

Education

Percentage of Income Paid Annually by a

Single Parent with 1 Child in Poverty for High-Quality Early Childhood Care and

Education

Percentage of Income Paid Annually by a

Low-Income Family of 2 for High-Quality Early Childhood Care

and Education

$7,534 $8,818 54% 27%

Data Source: Department of Health and Human Services, 01/2017. Online. Available: https://www.federalregister.gov/documents/2017/01/31/2017-02076/annual-update-of-the-hhs-poverty-guidelines; Early Learning Indiana, 2017.

Annual tuition for programs of any quality level range from $6,100 to $10,100 per child depending on the age of the child and type of program, making them unaffordable for low-income families. The tuition of high-quality early childhood care and education is even more of a financial burden to low-income families, adding on average almost $1,000 more annually than the average tuition cost of programs of all quality levels.

How Much Does High-Quality Early Childhood Care And Education Cost?As stated in previous sections, families have different choices when selecting early childhood care and education. However, the tuition cost varies tremendously based on the age of the child(ren) and the type of program.

Figure 21: What is the average tuition cost of high-quality care by program type and age?

Infant Toddler

$12,468Child Care Centers

Registered Ministry

Family Child Care

School-Based

State Average

$11,126

$7,475

N/A

$11,239

$11,115

$9,873

$7,012

N/A

$10,300

$9,304

$8,311

$6,539

$7,279

$7,957

$10,451

$9,224

$7,020

$7,304

$8,818

Preschool Total Ages 0-5



The tuition cost that parents pay by age varies tremendously. For example, the cost for infants is significantly more than the cost for preschool-age children. The main cost driver for infants is the requirement to have a lower staff-to-child ratio when caring for infants, due to their increased needs. This increases the cost for the program to offer infant care and for families to afford it.

The tuition cost can also vary based on the program type and setting. In general, licensed child care centers tend to be more expensive primarily due to building and facility costs that some other program options may not have to cover and additional standards required (e.g., providing food). By comparison, family child care tends to be more affordable than the other program options.

Based on a cost study that the ELAC Funding Streams workgroup completed last year and included in the 2017 ELAC Annual Report, the cost to run school-based programs is higher than other program options, driven primarily by the higher wages paid to teachers and transportation provided for children. However, schools tend to cover more of their costs with their funding (e.g., General funds and Title 1 funds) instead of relying only on parent fees, making their tuition costs a more affordable choice for families than some of the other program options. In addition, many school-based programs are part-day and not providing 8-12 hours of full-day wraparound care for working parents like the other program types which lowers the cost for schools.

How Does The Tuition Cost Of High-Quality Early Childhood Care And Education Vary Across Indiana?The tuition cost of high-quality early childhood care and education also varies significantly by geographic location. In general, urban areas and higher median income areas have higher tuition costs compared to rural communities.



White$6,731 Wells

$6,444

Warrick$6,667

Vermillion$7,583

Switzerland$6,836

Spencer$6,970

Sco�$6,836

Posey$6,510

Perry$6,283

Ohio$6,836

Miami$7,263

Jefferson$6,160

Huntington$7,055

Fulton$6,444

Floyd$6,815

Clark$7,098

Wabash$5,622

Pike$4,381

Clay$5,633

Cass$5,737

Johnson$10,161

Hamilton$12,773

Delaware$10,866

Brown$10,341

Boone$10,316

Warren$8,621

Tippecanoe$9,039

Starke$8,252

St. Joseph$8,507

Ripley$8,027

Pulaski$8,621

Porter$9,330

Newton$8,621

Monroe$9,883

Marion$9,938

Lake$8,196

Jasper$8,621

Hendricks$9,903

Fountain$8,621

Dearborn$8,271

Clinton$8,621

Carroll$8,621

Benton$8,621

Bartholomew$9,196

Whitley$6,069

Washington$6,836

Vigo$7,060

Vanderburgh$7,697

Union$7,700

Tipton$6,444

Sullivan$7,583

Steuben$6,961

Shelby$6,543

Rush$7,700

Randolph$7,700

Putnam$7,583

Parke$6,630

Owen$7,583

Orange$6,970

Noble$6,067

Morgan$7,583

Montgomery$7,583

Martin$6,970

Marshall$6,392

Madison$7,698

Lawrence$6,933

LaPorte$7,743

LaGrange$7,666

Kosciusko$7,468

Jennings$6,836Jackson

$6,354

Howard$7,399

Harrison$6,161

Hancock$7,579

Greene$7,583

Gibson$6,338

Franklin$6,760

Faye�e$7,700

Elkhart$7,866

Dubois$7,604

Decatur$6,836

Crawford$6,970

Blackford$6,444

Allen$7,522

Adams$6,444

Wayne$5,695

Knox$5,239

Jay$5,951

Henry$5,547

Grant$5,811

DeKalb$4,596

Daviess$5,319

Figure 22: How much does high-quality early childhoodcare and education tuition cost by county?

Data Source: Early Learning Indiana, 2017..

Average Tuition Cost for HQ Care$4,000 - $6,000$6,000 - $8,000$8,000 - $10,000More than $10,000

State Average: $8,818 forhigh-quality early childhoodcare and education tuition


Data Source: Early Learning Indiana, 2017 Note: Average regional costs were used for counties with less than three high-quality programs.


How Affordable Is Early Childhood Care And Education?The U.S. Department of Health and Human Services has put forward a benchmark defining affordable care: no more than 10% of family income. In Indiana, the tuition cost of early childhood care and education is unaffordable for low-income families. It can even be a burden for middle class families.

A single parent living in poverty would have to dedicate more than five times the recommended benchmark and over half of their income to secure high-quality early childhood care and education for only one child. Even a single parent in the middle class would have to pay almost a quarter of their household income for access to high-quality early childhood care and education for only one child.

In the last year, the tuition cost of both high-quality early childhood care and education, as well as the average cost of all formal care, has increased. While the cost of early childhood care and education has increased, the average wages for families has remained stagnant over the past few years. The net result is family purchasing power has failed to keep up with the rising costs of early childhood care and education.

In addition, most families with young children are justbeginning their career--earning their lowest wages and being asked to shoulder the majority (65%) of the costs for early childhood care and education. At the other end of the spectrum, families with older children pursuing college are often further developed in their career and in a much better financial position to help pay for their child’s post-secondary education.

As a point of reference, the average tuition cost of one year of high-quality early childhood care and education ($8,818), is about the same cost as

tuition to send one child to one of Indiana’s high-quality public universities.

2010 2011 2012 2013 2014 2015 2016 2017 2018

$6K

$7K

$8K

$9K

Ave

rage

An

nu

al C

ost

$7,582

$8,482 $8,737

$6,752$7,362

$8,134

Figure 24: How does the cost of earlychildhood care and education compare to

previous years?

Data Sources: Early Childhood Education, 2017; FSSA Office of Early Childhoodand Out-of-School Learning, 2017.

100% FPL 125% FPL 185% FPL 200% FPL0%

10%

20%

30%

40%

50%

60%

Per

cen

t of

Inco

me

Pai

d fo

r H

Q C

are

29%

54%

43%

27%

Recommended % of Income for Care

Recommended % of Income for Housing

Data Sources: Early Learning Indiana, 2017; Department of Health andHuman Services, 01/2017. h�ps://www.federalregister.gov/documents/2017

/01/31/2017-02076/annual-update-of-the-hhs-poverty-guidelines; U.S.Government Printing Office. 05/20/2013. Child Care and Development

Fund (CCDF) Program; Proposed Rules. Federal Register (78(97). RetreivedAugust 23, 2013 from

h�p://www.gpo.gov/fdsys/pkg/FR-2013-05-20/html/2013-11673.html;Schwartz, M and Wilson, E. (2006). Who Can Afford To Live in a Home?: A

look at data from the 2006 American Community Survey, U.S. CensusBureau.

Footnote: A family of 2 in poverty earns less than $16,240/year. A oneparent, low-income (200% of the federal poverty level) household with onechild earns less than $32,480/year.

Figure 23: How much does a single parentwith one child pay for high-quality early

childhood care and education?

Data Sources: Early Learning Indiana, 2017; FSSA Office of Early Childhood and Out of School Learning, 2017; Head Start Enterprise System, 2016-2017;IDOE-SE, Indiana APC Report, Indiana Part B Allocations, SY2016-17; Indiana Department of Education, 2017; Region V, 2017; U.S. Census Bureau, 2011-2015

American Community Survey 5-Year Estimates, Table B17024...

All Formal Early Childhood Care & Educ. HQ Early Childhood Care & Educ.

Figure 25: How much public assistance is available to help families pay for high-quality earlychildhood care and education?

33%of FundingNeeds Met

Total Public Funding | $373,472,753Funding Still Needed | $745,387,467

CCDF

Head Start

Early Head Start

OMW Pre-K

SPED

Title I

$176,929,794

$95,002,228

$30,997,510

$43,669,641

$17,981,643

$8,891,937

$1,118,860,220 is needed to fund high-quality early childhood care and education foryoung children living under 100% of FPL.

Data Sources: Early Learning Indiana, 2017; Department of Health and Human Services, 01/2017. Available: https://www.federalreg-

ister.gov/documents/2017/01/31/2017-02076/annual-update-of-the-hhs-poverty-guidelines; U.S. Government Printing

Office. 05/20/2013. Child Care and Development Fund (CCDF) Program; Proposed Rules. Federal Register (78(97). Retreived

August 23, 2013 from http://www.gpo.gov/fdsys/pkg/FR-2013-05-20/html/2013-11673.html; Schwartz, M and Wilson, E. (2006).

Who Can Afford To Live in a Home?: A look at data from the 2006 American Community Survey, U.S. Census Bureau.

Cost of High-Quality Early

Childhood Care And Education

$8,818

1 Year of Tuition at Indiana State

University

$8,546

1 Year of Tuition at Ball State University

$8,992Data Source: www.collegecalc.org, using data sourced from the U.S. Department of Education IPEDS Surveys for school years 2015-2017 and 2015-2016 and was last updated in July 2017

2010 2011 2012 2013 2014 2015 2016 2017 2018

$6K

$7K

$8K

$9K

Ave

rage

An

nu

al T

uit

ion

$7,582

$8,482

$8,818

$6,752$7,362

$7,534

Figure 24: How does the tuition cost of earlychildhood care and education compare to

previous years?


100% FPL 125% FPL 185% FPL 200% FPL0%

10%

20%

30%

40%

50%

60%

Per

cen

t of

Inco

me

Pai

d fo

r H

Q C

are

29%

54%

43%

27%
















Total Public FundingFunding Still Needed

CCDF

Head Start

Early Head Start

OMW Pre-K

SPED

Title I

$117,440,439

$95,002,228

$30,997,510

$43,669,641

$17,981,643

$9,283,558


| $314,375,019| $814,858,061

Figure 24: How does the tuition cost of early childhood care and education

compare to previous years?

Data Sources: Early Childhood Education, 2017; FSSA Office of Early Childhood and Out-of-School Learning, 2017.


What Kind Of Public Assistance Is Available To Support Families?

The amount of public early learning financial assistance provided to communities through a combination of federal, state, and local funding varies tremendously as demonstrated in the map on the next page.

Children who enroll in a high-quality preschool program were four times more likely to graduate

from college.

Based on established research (Business case for early childhood investments, n.d.), children who enroll in a high-quality preschool program were four times more likely to graduate from college. Therefore, one compelling strategy to get more individuals to attain a post-secondary education degree is to begin investing in the early years.

Indiana leverages several different public funding sources to support families with young children, especially those who are at-risk. In total, Indiana used $315 million in public funding to support early childhood care and education for families. In looking closer at families with young children in poverty, a total of $1.1 billion is needed to support their ability to access and afford high-quality early childhood care and education.


2010 2011 2012 2013 2014 2015 2016 2017 2018

$6K

$7K

$8K

$9KA

vera

ge A

nn

ual

Tu

itio

n

$7,582

$8,482

$8,818

$6,752$7,362

$7,534

Figure 24: How does the tuition cost of earlychildhood care and education compare to

previous years?


100% FPL 125% FPL 185% FPL 200% FPL0%

10%

20%

30%

40%

50%

60%

Per

cen

t of

Inco

me

Pai

d fo

r H

Q C

are

29%

54%

43%

27%















Child Care Development Fund(CCDF)

Head Start

Early Head Start

Special Education Preschool(SPED)

Title I

OMW Pre-K

Early Education Matching Grant(EEMG)

$117,440,439

$95,002,228

$30,997,510

$43,669,641

$17,981,643

$9,283,558

$1,023,555


$315,398,574Total Public Funding Funding Still Needed

$813,834,506

Data Sources: Early Learning Indiana, 2017; FSSA Office of Early Childhood and Out-of-School Learning, 2017; Head Start Enterprise System, 2016-2017; IDOE-SE, Indiana APC Report, Indiana Part B Allocations, SY2016-17; Indiana Department of Education, 2017; Region V, 2017; U.S.

Census Bureau, 2011-2015 American Community Survey 5-Year Estimates, Table B17024.

7

7. For additional information on the funding sources listed here, please see the Indiana’s Early Childhood Program Funding Analysis at www.elacin-diana.org/resources/


Vanderburgh$11,424,511

Lake$34,096,516

Vigo$6,275,146

Monroe$6,001,503

Clark$5,496,814

Warrick$1,839,384Spencer

$1,036,826Posey

$1,472,379

Perry$1,146,974

Miami$1,469,379

Knox$2,299,839

Huntington$1,604,693

Harrison$1,374,928

Faye�e$1,418,118

Daviess$1,587,687

Clay$1,435,016

Cass$1,347,908

White$535,227

Wabash$706,693

Union$921,609

Starke$879,640

Sco�$888,398

Rush$556,065

Ripley$910,206

Parke$532,140

Owen$819,071

Wells$402,052

Warren$289,675

Pike$476,014

Ohio$179,968

Carroll$276,915

Brown$377,619

St. Joseph$15,895,662

Marion$74,327,724

Allen$18,160,716

Tippecanoe$7,628,038

Madison$6,228,668

LaPorte$5,225,394

Howard$5,018,032

Hamilton$7,476,278

Elkhart$9,429,753

Delaware$8,258,939

Wayne$3,929,749

Steuben$1,199,574

Shelby$1,190,424

Putnam$1,140,608

Porter$3,192,365

Noble$1,076,452

Morgan$1,784,920

Montgomery$1,046,964

Marshall$1,705,093

Lawrence$2,174,266

Kosciusko$2,141,580

Johnson$3,936,027

Jennings$1,037,292

Jefferson$1,480,853

Jay$1,049,690

Jackson$1,328,620

Henry$1,511,260

Hendricks$3,473,653

Hancock$1,417,081

Grant$3,699,044

Gibson$1,397,779

Floyd$3,676,736

Dubois$1,077,571

DeKalb$2,129,712

Dearborn$1,599,067

Clinton$1,144,638

Boone$1,149,245

Bartholomew$2,980,155

Whitley$806,454

Washington$702,643

Vermillion$539,670

Switzerland$506,617

Randolph$895,915

Orange$869,706

Newton$544,573

LaGrange$566,546

Jasper$810,041

Greene$770,485

Fountain$715,618

Crawford$699,036

Blackford$736,781

Adams$542,987

Tipton$198,369

Sullivan$383,506

Pulaski$449,832

Martin$490,920

Fulton$447,741

Franklin$377,594

Decatur$409,816

Benton$350,236

Figure 26: How much public funding assistance is available by county?

Data Sources: Early Learning Indiana, 2017; FSSA Office of Early Childhood and Out of School Learning, 2017; Head Start Enterprise System, 2016-2017;IDOE-SE, Indiana APC Report, Indiana Part B Allocations, SY2016-17; Indiana Department of Education, 2017; Region V, 2017; U.S. Census Bureau,

2011-2015 American Community Survey 5-Year Estimates, Table B17024.

Funding SubtotalLess than $0.5 Million$0.5 to $1 Million$1 to $5 Million$5 to $10 MillionOver $10 Million

State Total: Indiana receives$315,398,574 in public fundingassistance for early childhoodcare and education programs.


Data Sources: Early Learning Indiana, 2017; FSSA Office of Early Childhood and Out-of-School Learning, 2017; Head Start Enterprise System, 2016-2017; IDOE-SE, Indiana APC Report, Indiana Part B Allocations, SY2016-17; Indiana Department of Education, 2017; Region V, 2017; U.S.

Census Bureau, 2011-2015 American Community Survey 5-Year Estimates, Table B17024.


Public Assistance For Early Childhood Care And Education

CCDF - The largest source of funding that supports working families in accessing early childhood care and education is the Child Care and Development Fund (CCDF). This past year there were 30,943 children ages 0-5 who received a CCDF child care voucher, a five percent increase over last year. CCDF does not require parents to choose high-quality programs. As a result, less than half of those working families used their CCDF voucher to enroll their children in a high-quality program. Parents have to weigh many factors when choosing early childhood care and education, so there could be a variety of reasons parents do not use their CCDF voucher at a high-quality program. They may not have access to one in their community; there might not be any openings for their child; some parents may not know about Indiana’s Paths to QUALITYTM (PTQ) rating system and therefore do not use PTQ ratings in their decision-making process. Head Start - The next largest source of funding available for families is Head Start. Head Start is available in every county and served 12,205 preschool-age children last year. Head Start does have certain eligibility requirements, such as income, that might restrict some families from accessing it. In addition, most Head Start programs do not provide full-day care that would meet the needs of working families. In many cases, children enrolled in Head Start may also be enrolled in another early childhood care and education program that accommodates the schedules of working families. Some Head Start programs have formed formal partnerships with licensed child care centers or schools to help provide full-day options for working families. Early Head Start - Early Head Start, which is available for children up to age three as well as pregnant women, is offered in 49 counties and served 2,383 infants and toddlers last year. In 2014, the federal government issued a new grant that blended Early Head Start and CCDF funds to provide high-quality early childhood care and education to infants and toddlers. There are five programs across Indiana that received one of these grants and are able to provide this comprehensive, full-day care for families. Special Education - By federal and state law, Indiana provides special education to children with an identified delay, including preschool-age children. In the last school year, Indiana spent $43.6 million for 17,812 preschool-age children across every Indiana county to receive special education services. The array of special education services provided includes developmental preschool (often approximately 2 hours per day, a few days per week), speech therapy, occupational therapy, and other services identified in a child’s individual education plan. Children do not need to meet an income eligibility requirement. Instead, they must have an identified delay.

Title 1 - In the past few years, a growing number of school districts have begun using their Title 1 funding to support early childhood care and education. In the past school year, 30 Indiana counties had districts that used Title 1 funding to support early childhood care and education. Schools are also using their general funds, but the dollar amount of general funds that local school districts use for early learning is not reported to the Indiana Department of Education. On My Way Pre-K / EEMG - In the past school year, the state invested over $10 million in scholarships for low-income four-year olds to attend high-quality pre-K in five On My Way Pre-K counties and 19 Early Education Matching Grant (EEMG) programs across 15 counties. In this past legislative session, the state decided to expand On My Way Pre-K to an additional 15 counties bringing the total to 20 counties. In addition, the EEMG programs had the option to be grandfathered in as an On My Way Pre-K site which added eight more counties. This means 28 counties will be providing high-quality pre-K to low-income four-year olds.

One of the many benefits of a child being enrolled in a high-quality early childhood care and education program is

that they can be identified with a developmental delay earlier than they otherwise would have been and referred for early

intervention and special education services. Research (Koegel, Koegel, Ashbaugh, & Bradshaw, 2014) shows that this saves the community $187,000-$203,000 per child ages

3-22 and over $1 million through age 55. Each dollar invested in high-quality early childhood education contributes

to an estimated 12 percent reduction in the incidence of special education and an 18 percent reduction in the

incidence of remediation and grade repetition among children who attend a high-quality program (Nelson et. al., 2016).

34

Figure 27: What is the status of state-funded pre-K?

Wells

Washington

Warrick

Wabash

Vermillion

Starke

SpencerPosey

Perry

Ohio

Fountain

Clark

White Miami

Whitley

Warren

Union

Tipton

Switzerland

Sullivan

Steuben

Shelby

Sco�

Rush

Randolph

Putnam

Pulaski

Porter

Pike

Parke

Owen

Orange

Noble

Newton

Morgan

Montgomery

Martin

Lawrence

LaGrange

Knox

Johnson

Jennings

Jay

Jasper

Henry

HendricksHancock

Hamilton

Greene

Gibson

Fulton

Franklin

Faye�e

Decatur

Dearborn

Daviess

Crawford

Clinton

Clay

Cass

Carroll

Brown

Boone

Blackford

Benton

Adams

Wayne

Ripley

LaPorte

Jefferson

Huntington

Dubois

Vigo

Tippecanoe

St. Joseph

Monroe

Marshall

Madison

Kosciusko

Howard

Harrison

Grant

Floyd

Elkhart

Delaware

DeKalb

Bartholomew

Vanderburgh

Marion

Lake

Jackson

Allen


Status of State-Funded Pre-KOriginal OMW Pre-KNew OMW Pre-KEEMG County OnlyNo State Funded Pre-K




What Is The Economic And Workforce Impact Of Unaffordable Early Childhood Care And Education?When early childhood care and education is not affordable, it can negatively impact families, their employers, and the local economy. Families who cannot afford the high tuition cost of formal care may have to piece together a plan for early childhood care and education in one or more informal settings. These informal arrangements can be less reliable, meaning that parents may have to miss work more often-negatively impacting both the families and the parents’ employers.

When working parents can rely on high-quality, affordable child care, their productivity increases, absenteeism is reduced, and turnover is minimized. The cost and inaccessibility of early childhood care and education programs often forces tough choices for employees who may have to choose between their family and their job. Often, companies or individuals considering relocation to a state weigh the availability of affordable early childhood care and education. The absence of sufficient providers may be a deterrent, which potentially inhibits Indiana’s efforts to attract new, well-paying jobs.

Research (Parents and the high cost of child care, 2016; Shellenback, 2004) shows that over a six-month period:

● Almost half (45%) of parents are absent from work at least once due to child care issues, missing an average of 4.3 days.

● Two-thirds (65%) of parents’ work schedules are affected by child care challenges an average of 7.5 times.

● These child care challenges cost U.S. employers an estimated $3 billion annually.

What Is The Unmet Need For Affordability Of High-Quality Early Childhood Care And Education?Based on the data collected for this year’s needs assessment, the following unmet needs have been identified:

� The price of early childhood care and education is unaffordable for most families.

� Financial assistance for low-income families is insufficient to meet the need.

� Financial assistance varies depending on a family’s location.

� The tuition cost of care is increasing while wages for families remain stagnant.

indergarten ReadinessK2020 ELAC Goal: High-quality early childhood care and education will help all children achieve kindergarten readiness. High-Quality

AffordabilityAcce

ssibi

lity


ELAC defines Kindergarten Readiness as follows: In Indiana we work together so that every child can develop to his or her fullest potential - socially, emotionally, physically, cognitively, and academically. Through growth in all of these domains, the child will become a healthy, capable, competent, and powerful learner.

Key Indicators

When young children are on track developmentally from the beginning, positive outcomes occur. This puts our youth and future leaders on a pathway to success that includes being ready for school, reading at grade level, graduating from high school, pursuing postsecondary education, and becoming a productive employee. These positive mile markers are dependent upon young children having a strong start from the beginning. When children are not on track in realizing these important mile markers, it makes it very difficult and costly to help them catch up in later years and grades.

How Many Students Are Ready For Kindergarten?One of the first critical positive outcomes is children starting kindergarten optimally ready to learn. Improving early childhood care and education in Indiana supports the goal of all children being ready, by the time they enter kindergarten, to successfully begin their school career.

Since Indiana does not have a uniform measurement tool for kindergarten readiness, ELAC is unable to determine progress toward the goal of kindergarten readiness. In order to measure the impact of increasing investments in pre-K, Indiana needs a consistent, reliable assessment tool. In the interim, a proxy measure that ELAC uses to assess kindergarten readiness is the number of students who are retained in kindergarten.

Currently Indiana has no uniform way to

measure kindergarten readiness across the

state.

?

How does early learning relate to other success indicators?


How Much Does Indiana Spend On Kindergarten Retention?Since ELAC has been tracking kindergarten retention rates and costs over the past five years, the cost of retaining kindergarteners has increased. It’s also important to note that during this same time period, the state also changed the funding formula for kindergarten. Schools now receive funding for kindergarten similar to other grade levels, making the cost of retention that much higher. Until this past school year, where modest reductions were seen, the number of students being retained in kindergarten had been increasing each year.

How Does Kindergarten Retention Vary Across The State?There is no consistent, statewide policy for determining whether to retain students in kindergarten. Since it is determined at the discretion of local school districts, teachers, and parents, there is variation in retention rates across counties and regions of the state as depicted in the map on p. 39. The kindergarten retention rates range from 1.4% to 21.7%. Throughout Indiana, 57 counties (62%) have a higher kindergarten retention rate than the state average of 4.4%.

90.7%

Percent Not Enrolled in KindergartenPercent of Kindergarteners Enrolled

Figure XX: How many childrenare enrolled in kindergarten?

4.4%

Figure 28: How many childrenwere retained in kindergarten?

Percent Not Retained in KindergartenPercent of Kindergarteners Retained

Data Source: Indiana Department of Education, 2017;Puzzanchera, C., Sladky, A. and Kang, W. (09/2017). Easy

Access to Juvenile Populations: 1990-2016. Online.Available: h�ps://www.ojjdp.gov/ojstatbb/ezapop/

..

Data Sources: Indiana Department of Education,2016, 2017.

..

Data Source: Indiana Department of Education, 2015, 2016 & 2017.

2012 2013 2014 2015 2016 2017

$22M

$23M

$18M

$11M$14M

$24M

2,419

2,9023,638

3,389

3,7503,921

Figure 29: How has kindergarten retentionchanged over time?

Cost of Kindergarten Retention Kindergarteners Retained

In the 2016-2017 school year, 3,389 students

repeated kindergarten. It cost the state $23 million

in funding to retain these students.90.7%

Percent Not Enrolled in KindergartenPercent of Kindergarteners Enrolled

Figure XX: How many childrenare enrolled in kindergarten?

4.4%

Figure 28: How many childrenwere retained in kindergarten?

Percent Not Retained in KindergartenPercent of Kindergarteners Retained

Data Source: Indiana Department of Education, 2017;Puzzanchera, C., Sladky, A. and Kang, W. (09/2017). Easy

Access to Juvenile Populations: 1990-2016. Online.Available: h�ps://www.ojjdp.gov/ojstatbb/ezapop/

..

Data Sources: Indiana Department of Education,2016, 2017.

..

Data Source: Indiana Department of Education, 2015, 2016 & 2017.

2012 2013 2014 2015 2016 2017

$22M

$23M

$18M

$11M$14M

$24M

2,419

2,9023,638

3,389

3,7503,921

Figure 29: How has kindergarten retentionchanged over time?

Cost of Kindergarten Retention Kindergarteners Retained

Data Sources: Indiana Department of Education, 2016 & 2017.

Data Sources: Indiana Department of Education, 2015, 2016 & 2017.


Warrick10.4%

Clay10.3%

Switzerland9.7%

Posey7.5%

Fountain8.8%

Perry6.4%

Knox6.5%

Cass6.6%

Brown5.6%

White4.0%

Wells2.0%

Wabash2.5%

Vanderburgh3.2%

Starke3.9%

Spencer3.3%

Pike4.9%

Ohio2.1%

Miami4.2%

Jefferson4.4%

Fulton5.0%

Floyd2.2%

Clark4.6%

Harrison1.9%

Vigo11.7%

Sullivan11.0%

Putnam11.0%

Pulaski14.7%

Parke18.8%

Jasper13.7%

Carroll21.7% Blackford

13.9%

Wayne8.7%

Vermillion7.9%

Sco�7.3%

Rush8.1%

Randolph7.8%

Owen7.8%

Orange7.7%

Morgan7.9%

Lawrence7.9%

Jennings9.7%

Jay9.1%

Howard9.6%

Gibson8.9%

Clinton9.4%

Washington5.6%

Warren6.9%

Shelby5.9%

Porter5.3%

Noble5.3%

Newton6.3%

Marshall5.3%

Madison6.4%

Jackson5.3%

Huntington6.2%

Henry6.1%

Greene6.5%

Dubois6.7%

Delaware5.6%

Decatur6.3%

Daviess5.8%

Crawford5.8%

Benton6.1%

Tipton4.3%

Tippecanoe3.2%

Steuben3.0%

St. Joseph4.1%

Ripley4.7%

Montgomery4.3%

Monroe5.0%

Martin4.2%

Marion3.2%

LaPorte2.9%Lake

4.3%

LaGrange2.6%

Johnson2.1%

Hendricks2.0%

Hancock3.1%

Grant3.1%

Franklin3.2%

Faye�e4.6%

Elkhart2.6%

Dearborn4.8%

Boone2.3%

Allen2.8%

Adams4.8%

Whitley1.4%

Union1.5%

Kosciusko2.0%

Hamilton1.5%

DeKalb1.9%

Bartholomew1.9%

Figure 30: What percentage of children are being retained in kindergarten?


..

Percent RetainedLess than 2.0%2.1% - 5.0%5.1% - 7.0%7.1% - 10.0%Over 10.1%

State Average: 4.4%In Indiana, 3,389 children wereretained in kindergarten in the2016-17 school year.




2018 Featured SectionHow Does High-Quality Early Childhood Care And Education Support Employability?A national poll (Beakey, Bishop-Josef, & Watson, 2017) found that 92% of employers agreed that children’s experiences from birth-5 were critical in laying the foundation for future success in the workforce. And, the key to this success, according to these business leaders, was how children’s social-emotional development was shaped in the first five years of life.

In another poll of 900 business leaders (Davidson, 2016), 93% said that social-emotional skills were equally important or more important than technical skills. In addition, 89% of these business leaders indicated they had difficulty finding a workforce with adequate social-emotional skills.

Social-emotional skills – referred to as “employability skills” in the workforce – include being able to communicate well, work effectively on teams, and complete tasks on time. One important way the future workforce learns these skills is through interacting with their teachers and peers while participating in high-quality early childhood care and education programs.

Defining Social-Emotional Development

Researchers and practitioners have used different terms to define aspects of social-emotional development but generally include the following skills (Beakey et al., 2017):

5 Manage emotions and impulses 5 Solve problems 5 Engage in learning 5 Take initiative 5 Persist at tasks 5 Maintain flexibility 5 Communicate with and work well with others

5 Demonstrate empathy

2018 Annual Report - Indiana Early Learning Advisory Committee -Featured Section 40

412018 Annual Report - Indiana Early Learning Advisory Committee 2018 Annual Report - Indiana Early Learning Advisory Committee -Featured Section 41

How Are Key Social-Emotional Skills Obtained At Various Ages?What happens when children receive the important social-emotional supports and learn the skills needed to be successful as an adult?

Infant/Toddler

● Children develop secure attachment relationships ● Children’s brain development explodes

Preschool

● Children’s brain development continues ● Children learn through interaction with teachers/peers

Early Elementary

● Children learn to read

MiddleSchool

● Children learn to persist through more difficult tasks and longer-term impact of pre-K begins to emerge

High School

● Children graduate high school, stay out of trouble, continue their education

Adulthood

● Children become employable adults

Children are not born with social-emotional skills, but they are born with the capacity to develop them. If children do not develop these skills, all other aspects of children’s learning are affected because social-emotional development is the foundation on which all learning occurs (Center for Developing Child, n.d.). Children learn these skills through interactions with other children and with capable, trained teachers. High-quality early childhood care and education programs are well-suited to helping children develop these lifelong skills.

As children continue in high-quality early childhood care and education programs, a focus on social-emotional skills becomes integrated into all aspects of learning. Teaching children social-emotional skills can only happen when children have the opportunity to learn from adults and their peers. Through interactions with their teachers and peers, children learn how to make choices for themselves, follow rules, work alongside others, listen to and follow instructions, and participate fully in engaging activities. When children have these skills, they are more likely to perform better academically than their peers who do not have these skills (Kindergartners’ approaches to learning, family socioeconomic status, and early academic gains, 2016).

Teaching children social-emotional skills can only happen when children have the opportunity to learn from adults and their peers.

What Does The Research Say About The Importance Of Social-Emotional Skills?Research shows how social-emotional skills formed in early childhood impact the workforce (Jones, Greenberg, & Crowley, 2015). For example, Jones et al. analyzed a 20-year study that examined 800 kindergarteners and followed them until age 25.

Other research has shown that building children’s social-emotional skills in the early years contributes to children’s lifelong success and their employability prospects. For example, Nobel Memorial Prize Laureate Professor of Economics, James Heckman, and his colleagues found that social-emotional skills developed as a child through participation in a high-quality early childhood care and education program not only increased their academic achievement scores, but it also “spilled over” to other adult outcomes, such as their employment, earnings, and other health behaviors (Heckman, Pinto, & Savelyev, 2013).

For every slight increase in a young child’s social-emotional skills, research (Jones et al., 2015) demonstrated the child was:

● More than half (54%) are more likely to earn a high school diploma;

● Twice as likely to attain a college degree; and

● Almost half (46%) are more likely to have a full-time job at age 25.

What Is The Lasting Impact Of Social-Emotional Skills?Being ready for kindergarten is more than just learning letters and numbers, just like being ready for the workforce is more than just receiving a technical or college degree. Early childhood care and

education programs and business leaders know that supporting young children’s social-emotional growth contributes to school success and a future robust workforce.

Developing social-emotional skills does not stop with high-quality early childhood care and education programs. Like any other skill, social-emotional development needs to be supported in early learning, kindergarten, and beyond. Studies have shown that when preschool children experience high levels of quality emotional support from their teachers in both their pre-K and kindergarten years, these children are more likely to demonstrate better social skills and fewer behavioral problems in kindergarten and first grade compared to their peers who did not experience high levels of emotional support from their teachers (Broekhuizen, Mokrova, Burchinal,

Garrett-Peters, & The Family Life Project Key Investigators, 2016).

And, research by Heckman and his colleagues (2013) suggests that measuring the benefits of high-quality early childhood care and education programs on academic skills alone is an incomplete picture of the true impact of these programs. Heckman’s research found that the most impactful benefits of the program on children’s learning and adult outcomes, such as employment, were a result of social-emotional skills.2018 Annual Report - Indiana Early Learning Advisory Committee -Featured Section 42

2018 Annual Report - Indiana Early Learning Advisory Committee -Featured Section 43

What Is Indiana Doing To Address The Importance Of Social-Emotional Skills?Indiana is working hard to address the important social-emotional skills children need to be successful in the workforce through:

5 Increasing early childhood care and education program’s participation in Paths to QUALITYTM, which requires programs at Levels 3 and 4 to have a planned curriculum. Research evidence (Heckman et. al., 2013) shows that implementing an age-appropriate curriculum results in better child outcomes.

5 Expanding access to high-quality early childhood care and education programs through state initiatives, such as On My Way Pre-K (OMW).

In reviewing the evaluation results of Year 2 for EEMG (Conn-Powers, Hall, & Herron, n.d.) and the status update of Year 1 for OMW programs (On My Way Pre-K year one update, 2016), the following findings were identified:

5 The EEMG and OMW progress reviews demonstrate that high-quality preschool experiences result in significant gains and overcoming delays for the majority of the children involved.

5 Children in EEMG programs show significant gains in social-emotional skills. 5 Children who were identified as having moderate to high levels of at-risk behaviors at the start of

the year show a significant decline in at-risk behaviors by the end of the year. 5 Of the children identified as delayed at the start of the program year, the majority exited at

or above their age level by the end of the program year. 5 Children in OMW programs also show greater gains than the comparison group in

developmental skills of executive functioning and social skills, leading to reduced behavior problems.

What Is The Unmet Need For Achieving Kindergarten Readiness?Based on the data collected for this year’s needs assessment, the following unmet needs have been identified:

� Indiana is unable to determine how many children are ready for kindergarten and make recommendations to address gaps.

� The number of children retained in kindergarten is significantly higher than the number of students retained at other grade levels.

� Indiana needs to reduce the number of children who repeat kindergarten, which would reduce the $23 million spent on retaining students in kindergarten-funding which could be deployed to improve children’s kindergarten readiness.

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While Indiana is making strides, there are key areas that could be strengthened.

1. Target resources, such as capacity-building grants, to areas where there are no available high-quality early childhood care and education programs. There is an opportunity to increase the number of high-quality registered ministries and school-based programs.

2. Expand access to affordable, high-quality early childhood care and education programs, especially for infants and toddlers.

3. Develop new and build on existing coalitions and partnerships in order to encourage community-wide investments in early learning.

4. Develop a uniform method of determining whether or not children are ready for kindergarten.

5. Continue to evaluate the effects of high-quality early childhood care and education programs on children past third grade since the positive impact of strong social-emotional skills continues to emerge well past that developmental period.

6. Support programs through professional development and on-site consultation that specifically address how to develop children’s social-emotional skills.

7. Strengthen the Paths to QUALITYTM system to include a stronger emphasis on assessing quality levels by measuring children’s outcomes in addition to program attributes.

8. Conduct a feasibility study on the advantages and disadvantages of requiring public assistance resources (e.g., CCDF) to only be used in high-quality settings.



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Beakey, C., Bishop-Josef, S., & Watson, S. (2017). Social emotional skills in early childhood support workforce success: Why business executives want employees who play well with others. ReadyNation. Retrieved from https://strongnation.s3.amazonaws.com/documents/252/ da3c8adf-e552-4c7e-b568-70552a34b774.pdf?1490625111&inline;%20filename=%22 Social-Emotional%20Learning_NAT.pdf%22 Broekhuizen, M. L., Mokrova, I. L., Burchinal, M. R., Garrett-Peters, P. T., & The Family Life Project Key Investigators. (2016). Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems. Early Childhood Research Quarterly, 36(3), 212-222. Business case for early childhood investments. (n.d.). ReadyNation. Retrieved from http://readynation.s3. amazonaws.com/wp-content/uploads/ReadyNation-Business-Brief-Endnotes.pdfConn-Powers, M., Hall, L., & Herron, K. (n.d.). Evaluation of Indiana’s Early Education Matching Grant program: 2015-16. Indiana Institute on Disability and Community, Indiana University. Retrieved from https://www.iidc.indiana.edu/styles/iidc/defiles/ECC/EEMG/EEMG2.pdf Davidson, K. (2016, August 30). Employers find ‘soft skills’ like critical thinking in short supply. Wall Street Journal. Retrieved from https://www.wsj.com/articles/employers-find-soft-skills-like-critical-thinking-in- short-supply-1472549400Elicker, J. (2007). Paths to QUALITY: A child care quality rating system for Indiana. What is it’s scientific basis? Center for Families Publications. Paper 23. Retrieved from http://docs.lib.purdue.edu/cffpub/23 Heckman, J., Pinto, R., & Savelyev, P. (2013). Understanding the mechanisms through which an influential early childhood program boosted adult outcomes. American Economic Review, American Economic Association, 103(6), 2052-86. https://economics.sas.upenn.edu/sites/economics.sas.upenn. edu/files/u21/0_PerryFactorPaper_AER_2012-09-07_sjs.pdf Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283-2290. http://ajph.aphapublications.org/doi/full/10.2105/AJPH.2015.302630 Kindergartners’ approaches to learning, family socioeconomic status, and early academic gains. (2016). National Center for Education Statistics. Retrieved from https://nces.ed.gov/programs/coe/indicator_ tgc.aspKoegel, L. K., Koegel, R. L., Ashbaugh, K., & Bradshaw, J. (2014). The importance of early identification and intervention for children with or at risk for autism spectrum disorders. International Journal of Speech Language Pathology, 16(1), 50-56. http://www.tandfonline.com/doi/full/10.3109/17549507.2013. 861511 Nelson, A. A., Brodnax, N., & Fischer, L. (2016). The economic impacts of investing in early childhood education in Indiana. Indiana Early Learning Advisory Committee. Retrieved from http://www.elac indiana.org/elacindiana/wp-content/uploads/2016/12/FINAL-ROI- Executive-Summary.pdfOn My Way Pre-K year one update. (2016). Indiana Family and Social Services Administration. Retrieved from https://www.in.gov/fssa/ files/On%20My%20Way%20Pre-K%20Year%20One%20Update.pdf Parents and the high cost of child care. (2016). Child Care Aware of America. Retrieved from http://www.childcarewestchester.org/pdf/ CCA_High_Cost_Report_2016.pdf Shellenback, K. (2004). Child care & parent productivity: Making the business case. Cornell University. Retrieved from http:// s3.amazonaws.com/mildredwarner.org/attachments/000/000/074/ original/154-21008542.pdf

Documents

2018 Annual Report · 2018. 1. 17. · 2018 Annual Report - Indiana Early Learning Advisory Committee 3 CHAIRMAN Letter From The Governor Holcomb and the Indiana General Assembly: