Closing the Opportunity Gap for Young Children (2023) / Chapter Skim
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Child Care Technical Assistance Network, Department of Health and Human Services. Available: https://childcareta.acf.hhs.gov/ccdf-fundamentals Aguiar, A.L., & Aguiar, C
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Center for the Study of Child Care Employment. Univer sity of California at Berkeley.
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Early Head Start–child care part nerships: Spotlighting early successes across America. Bipartisan Policy Center.
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. Policy recom mendations to growth EHS-CCP in states: Building supply, enhancing quality, and ad vancing equity: The early Head Start-child care partnership series.
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. Child care choices of low-income working families.
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. National snapshot of state agency approaches to child care during the COVID-19 pandemic.
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. Child care decision-making literature review.
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. Insights into the black box of child care supply: Predictors of provider participation in the Massachu setts child care subsidy system.
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. A two-state study of family child care engagement in Quality Rating and Improvement Systems: A mixed-methods analysis.
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. Quality disparities in child care for at-risk children: Comparing Head Start and non-Head Start settings.
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. Head Start since the war on poverty: Taking on new challenges to address persistent school readiness gaps.
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. America's child care deserts in 2018.
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Center for the Study of Child Care Employment. Available: https:// cscce.berkeley.edu/workforce-index-2020/wp-content/uploads/sites/3/2021/02/Early Childhood-Workforce-Index-2020.pdf Meek, S., Smith, L., Allen, R., Catherine, E., Edyburn, K., Williams, C., Fabes, R., McIntosh, K., Garcia, E., Takanishi, R., Gordon, L., Jimenez-Castellanos, O., Hemmeter, M.L., Gil liam, W., & Pontier, R
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. State survey data: Child care at a time of progress and peril.
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. Access to high quality early care and education: Readiness and opportunity gaps in America.
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. Finding child care in two Chicago communities: The voices of Latina mothers.
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. Unstable and multiple child care arrangements and young children's behavior. Early Childhood Research Quarterly, 29(4)
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. Financially vulnerable families and the child care cliff effect.
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Presentation to the Committee on Exploring the Opportunity Gap for Young Children from Birth to Age Eight on November 8, 2021. Available: https://www.nationalacademies.org/event/ 08-11-2021/docs/D6CA4EB5743FF182E2A892F4BFD23F15501A9F51FAEB Snyder, P., Hemmeter, M.L., Sandall, S., McLean, M., & McLaughlin, T
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. ECE quality indicators and child outcomes: Analyses of six large child care studies.
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. Undervalued: A brief history of women's care work and child care policy in the United States.
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Berkeley: Center for the Study of Child Care Employment, University of California, Berkeley. Available: http://cscce.berkeley.edu/topic/early-childhood-workforce index/2018/ Whorrall, J., & Cabell, S.Q.
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. Head Start FACES: Longitudinal findings on program performance: Third progress report.
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We also highlight promising policies, practices, and programs with the potential to close the opportunity gap for children in grades K–3. The review of evidence presented in this chapter informed the committee's recommendations, presented in Chapter 8, for increasing access to equitable and high-quality learning, as well as creating more inclusive quality frameworks.
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Research shows that these funding gaps, in combination with policies that have disproportionate negative effects on children from racialized1 and marginalized backgrounds and interpersonal biases among adults who work with children, result in unequal experiences for young children from racialized backgrounds, those in low-income communities, those who speak a language other than English, and those with disabilities. Further, the misalignment between the ECE and early elementary systems in their definitions and expectations of quality disrupts continuity in gains experienced by young children and further perpetuates opportunity gaps.
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Nonetheless, opportunity gaps exist within this system. Funding disparities in K–12 education affect access to well-resourced and quality programs (Lloyd & Harwin, 2021)
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. Black students receive about $400 less than White students, while lower-income students receive about $430 less than higher-income students.
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studied the impacts of school finance reforms on student achievement and found that the impacts of increased funding for low-income school districts were immediate, strong, and sustainable. Of significance, Lafortune, Rothstein, and Schanzenbach (2018)
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Families can receive assistance in paying for and accessing school-age care through only two funding streams: the Child Care and Development Block Grant (CCDBG) and the 21st Century Community Learning Centers initiative.
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A survey from the Afterschool Alliance found that, if given the opportunity, 58% of Black children and 55% of Latino children, compared with 46% of White children, would enroll in school-age after-school programs. In rural communities, more than 4.5 million children who are not in OST programming would be if a program were available to them -- a 43% increase since 2014; 52% of respondents in rural communities were families with lower incomes.
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. However, limited funding, lack of access to and availability of OST programs, and an underpaid workforce continue to demonstrate the pervasiveness of the opportunity gaps children experience as they move along the developmental continuum.
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Part B) by Racial/Ethnic Group and Disability Category, Fall 2019 Native Hawaiian or American Indian Asian Black or African Hispanic/ Other Pacific Two or More Disability or Alaska Native American American Latino Islander White Races All disabilities 1.6 0.5 1.4 1.1 1.5 0.9 1.1 Autism 0.9 1.2 1.1 1.0 1.3 0.9 1.2 Deaf-blindnessa 1.5 1.0 0.8 0.9 2.6 1.1 1.0 Developmental 3.8 0.5 1.5 0.8 2.0 0.9 1.5 delayb Emotional 1.6 0.2 1.8 0.7 1.1 1.0 1.5 disturbance Hearing impairment 1.5 1.2 0.9 1.4 2.6 0.7 0.9 Intellectual disability 1.5 0.5 2.2 1.1 1.8 0.6 0.8 Multiple disabilities 1.9 0.7 1.3 0.8 2.2 1.1 1.0 Orthopedic 1.1 1.0 0.9 1.2 1.8 0.9 0.9 impairment Other health 1.2 0.3 1.4 0.8 1.1 1.1 1.2 impairment Specific learning disability 1.8 0.3 1.4 1.4 1.7 0.7 1.0 Speech or language impairment 1.4 0.7 0.9 1.1 1.1 1.0 1.1 (continued)
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For example, if racial/ethnic group X has a risk ratio of 2 for receipt of special education services, then that group's likelihood of receiving special education services is twice as great as that for all of the other racial/ethnic groups combined. Risk ratio was calculated by dividing the risk index for the racial/ethnic group by the risk index for all the other racial/ethnic groups combined.
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. Both patterns can be problematic and can perpetuate opportunity gaps.
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2Students who received special education and related services outside the regular classroom for less than 21% of the school day were placed in the inside the regular class 80% or more of the day educational environment category. 3"Other environments" consists of separate school, residential facility, homebound/hospital, correctional facilities, and parentally placed in private schools.
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, a problem that creates opportunity gaps in light of the importance of intervening early to provide services for these children (National Academies, 2017)
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found that African American and Latino students were identified in later grades relative to White students in the categories of emotional/behavioral disorders and intellectual disabilities, which tend to be served in more segregated settings compared with other disability categories. Table 3-2 presents the odds ratios for special education identification by grade.
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Odds ratio = 1.0 indicates parity of probability of being placed in special education. AAPI = Asian American/Pacific Islander; AI/AN = American Indian/Alaska Native; EML = emerging multilingual learner; FRPL = free and reduced-price lunch.
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. Table 3-3 outlines similarities in behaviors associated with second language acquisition and learning disability that can potentially lead to incorrect referrals to special education for English learners.
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. Policies and Practices That Can Create Opportunity Gaps A number of policy and practice issues create disparities in opportunity for children with disabilities, disproportionately affecting those of color and those in low-income households.
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. That study also found a higher incidence of chronic absenteeism in children from minoritized backgrounds and from households led by a single mother, with a high number of children, or with parents with lower educational attainment.
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. Therefore, school infrastructure to support violence prevention, conflict resolution, and related measures is considered important to reducing chronic absenteeism (Kearney & Childs, 2021)
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; school-, district-, or state-level factors (e.g., funding, discipline policies, access to the curricula, ratios/class sizes, use of ability grouping in classrooms, organizational culture, community/family engagement) ; teacher-level factors (e.g., teacher turnover, teacher absences, distribution of well-qualified educators, educator bias)
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to better understand how these factors may affect opportunity gaps and perpetuate disparate outcomes. It is important to note that many factors come into play in examining ratios and class sizes, including the differences in ratios and class sizes being examined (e.g., 30 vs.
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Harsh and Exclusionary Discipline Policies Another structural dimension of quality that influences opportunity gaps is discipline policies and practices. In the 1990s and early 2000s, a zero tolerance approach to discipline took hold across the country, initially as a response to school safety concerns.
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An analysis of Civil Rights Data Collection data (2015–2016 school year) for children in pre-K through elementary school found that Black children were disproportionately suspended and expelled in every state in the nation (Meek at al., 2020)
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rates have been inconsistent among Latino students, two recent studies using various methodological approaches identified higher rates of exclusionary discipline for these children compared with their White peers but lower rates compared with their Black peers (Morris & Perry, 2016; Owens & McLanahan, 2020; Gage et al., 2021)
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Given the breadth of research on the influences of bias on perceptions of Black people, including young children, it is important to apply a critical lens to findings that rely on subjective perceptions of behavior. Indeed, research has found that racial disparities between Black and White students are driven largely by behaviors (e.g., disrespect, defiance)
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-- all of which are outcomes in themselves, but also serve to further perpetuate opportunity gaps going forward. Research has found as well that exclusionary discipline does not reduce challenging behavior; rather, it is associated with increased "delinquent behavior," and these increases are not moderated by
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. As with exclusionary discipline, Black children, boys, and children with disabilities are disproportionately subjected to corporal punishment.
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