Transforming the Financing of Early Care and Education (2018) / Chapter Skim
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Appendix A: Methodology and Policy Choices and Assumptions for Cost Estimation
Appendix A: Methodology and Policy Choices and Assumptions for Cost Estimation
Pages 265-276
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From page 265... ...
cost estimates (right-hand boxes in Figure 6-1) , the hourly costs derived in the first step were applied 265
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The estimated numbers of FTEs were also adjusted upward to account for nonchild-contact hours for staff to prepare, plan, and engage in other professional responsibilities, as well as release time for participation in professional development.1 Additional FTEs were included to account for noninstructional staffing categories: program direction and administration, coaches and mentors, reading and language specialists, and 1 Nonchild-contact time refers to activities essential to ECE professional activity performed without simultaneous responsibility for child supervision. It includes preparation and planning time, collegial sharing, educator team meetings, and time for completing child assessment reports and holding parent conferences.
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a Child:adult ratio 5:1 5:1 4:1 4:1 Role and Qualifications Share of ECE Staff Hours by Role Lead BA+ (%) 19 25 35 50 65 Assistant AA/CDA (%)
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b Child:adult ratio 11:1 11:1 10:1 10:1 Role and Qualifications Share of ECE Staff Hours by Role Lead BA+ (%) 45 50 50 60 75 Assistant AA/CDA (%)
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From page 269... ...
As noted above, the overall logic of the calculation is to multiply the estimated hourly costs of onsite direct service provision, for each phase separately, by the number of hours of center-based and home-based ECE used by each child-age group and family income category. This calculation yields an estimated provider cost of onsite service delivery.
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The aggregate service delivery cost was thus calculated as the aggregate hours of ECE services utilized (static or adjusted dynamic) multiplied by the cost per child-hour, as estimated by the hourly cost calculation.
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Staff Qualifications and Compensation The cost estimate reflects a steady increase from current levels, across the transition phases, of the share of staff with desired qualifications and a steady increase in wage rate linked to each level of education at each phase. Wages are assumed to reflect education level and are not varied by child-age group.
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From page 272... ...
Department of Labor's Occupational Employment Statistics report.8 If phase 4 bachelor's degree–level salaries were set equivalent to 12 months at the monthly rate of the contract amount for kindergarten educators' salaries, they would be about $74,000 rather than $55,460. In order for educators' salaries to reach true parity with salaries for kindergarten-to-3rd-grade educators, as discussed in Chapter 6, ECE educators working a full year would need to have their salaries set equivalent to 12 months at the monthly rate of the contract amount, and the cost per child and total costs to the entire ECE system would be adjusted to account for this increase.
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From page 273... ...
shows the increasing mix, across the four phases, of contact time by staff of different qualifications for the roles we assumed for each age group. The specified values in the cost estimation reflect phasing in, from current levels, the child-to-staff ratios for each child-age group recommended by the National Association for the Education of Young Children and taking into account current state requirements (see Chapter 4)
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From page 274... ...
For the static analysis, the current average hours per week in each type of ECE setting by child-age group was applied. The weekly hours were multiplied by 52 weeks, then decreased by 5 percent to account for an anticipated decrease during the summer in children using ECE services.
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, the committee estimated that the resources devoted to coaching and mentoring for lead educators, assistants, and aides would increase across phases, from 1 mentor per 35 FTE educators in phase 1 to 1 per 25 educators in phase 4. In addition, the share of staff participating in offsite professional development each year, requiring backfill with substitute educators, was assumed to be high during the transition but declines slightly over the phases (as educational qualifications are increased)
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From page 276... ...
Others, such as a shift to more school-based programs, may increase costs due to special features of those operations. NONPERSONNEL COSTS Nonpersonnel costs include facilities occupancy costs, such as rent and utilities; education equipment and supplies, including technology; office supplies; and food and kitchen supplies (Augenblick, Palaich and Associates, 2017)
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