Presentation on theme: "SAC Needs Assessment. Background One goal of the Massachusetts State Advisory Council on Early Childhood Education and Care (SAC) Identify the needs of."— Presentation transcript:
SAC Needs Assessment
Background One goal of the Massachusetts State Advisory Council on Early Childhood Education and Care (SAC) Identify the needs of young children birth to age eight, assess the quality and availability of early childhood education and development programs and services for children from birth to school entry.
Purpose of Needs Assessment To inform the Board of Early Education and Care and EEC of the resources that will best serve families and communities in supporting the holistic development of children and youth families. To building our knowledge and understanding of critical issues facing families.
Where are we now? EEC has contracted with Wellesley College Center for Women to develop a statewide needs assessment. The researchers have been meeting with the Planning and Evaluation Committee monthly. The researchers have developed research questions, a logic model, sampling plans and two types of surveys, one for the early education and care workforce and one for families.
5 Research Questions What is the demand for resources to support child development for families with children ages 0 to 13? Which children and families have access to the programs that they need including high quality EEC programs, health care and community resources and supports? Are children, birth to age 13, on track to succeed when they enter school and beyond? How prepared is the EEC workforce to provide effective education and care for all? How stable is the workforce? What supports are available to educators to become more reflective practitioners? How does the workforce define and understand quality in EEC programs?
Surveys The researchers developed 2 versions of the Family survey and 2 versions of the Educator survey. Short form: can be used at a greater frequency, i.e. every 2 years. Long form: can be used at a lesser frequency, i.e. every 4-6 years. Survey questions were compiled from existing national surveys. Additional data sources include EEC Administrative data such as the Educator Registry. 6
Family Survey Questions Family survey questions were compiled from 14 existing surveys. National Study of Child Care Supply and Demand, National Early Head Start Study, Abt National Study of Child Care for Low Income, NHES, HS FACES, NICHD SECCYD, Strengthening Families Minnesota Household Survey FastTrack Project Census SIPP Child Well Being National Health Interview Survey MA Early Education Household Survey Boston Public School Needs Assessment Desired Results for Children and Families- Parent Survey (California DOE) 7
Educator Survey Questions Educator survey questions were compiled from 13 existing surveys. National Early Head Start Study, Abt National Study of Child Care for Low Income, NHES, HS FACES, Boston Ready: K1 teacher survey Strategies for Children NICHD SECCYD Massachusetts Cost and Quality Study NORCD NSCCCSD TELL Reflective Survey Walter Gilliam Massachusetts Survey NPSQ 8
Sampling Plans Family Statewide Sample: Online and paper surveys or random digit dialing Random sample of 1800 families Convenience sample from CFCE outreach Can include optional oversampling of low income communities. Educator Statewide Sample: Online and paper surveys or random digit dialing Random sample of 2700 educators All registered educators in the EEC Registry Can include optional oversample of kith and kin providers
Whats important to ask? To help EEC determine what is most important to ask on the needs assessment, EEC asked various groups (EEC staff, CCR&Rs, CFCE grantees, Board Members and the Advisory Council) to complete a short survey. Respondents were asked to rank the themes by importance with the middle ranking being neutral. 162 people responded to the survey.
EEC Workforce Survey Results and Board Committee Discussions The following themes were considered most important from the Survey and Board Planning and Evaluation Committee discussions. Workforce training Workforce understanding of quality Workforce and ELL and Special Needs children Workforce in the field Workforce leaving the field Workforce Demographics Workforce needs for supports for children and their families Workforce and child expulsion
EEC Workforce Survey Results and Board Committee Discussions The following themes were considered not as important from the Survey and Board Planning and Evaluation Committee discussions. Workforce program benefits Workforce job description position, program, hours and salary Workforce interaction with families and attitudes towards family involvement. Workforce communication with families.
EEC Family Survey Results and Board Committee Discussions The following themes were considered most important from the Survey and Board Planning and Evaluation Committee discussions. Work flexibility/needs Parent/Guardian Definition of child care quality Strengthening Families/Protective factors Child Health/Health Care Special Needs Early Education and Care use Information/Knowledge of child care resources School attendance/Adjustment Relative Neighborhood Housing Community Resources Home Activities/Family Involvement outside of school Demographics Future Education Family Stresses Quality of care received Child Care Satisfaction
EEC Family Survey Results and Board Committee Discussions The following themes were considered not as important from the Survey and Board Planning and Evaluation Committee discussions. Family Health Family Mental Health Parent/Guardian Health Family Involvement/Educational Information Family Resources/Income Supports Subsidy Parenting strategies
How can the most important Workforce themes be used. 15
How can the Family Needs Assessment Information be used. 16
Next Steps Needs Assessment model and sampling plan presented to Board on June 14. RFR drafted and posted to contract with researchers to implement Needs Assessment. Educator survey proposed implementation summer