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No more excuses, Louisiana. The evidence and opportunity are clear. Research has shown that the quality of care and education during children's early years will influence their life outcomes as well as the condition of the society and workplaces of their generation. Unfortunately, quality early care and education is out of reach for many low-income families. About 173,000 children age birth to 3 who are considered in-need in Louisiana are unable to access this critical resource.
The existing early care and education (ECE) system does a disservice to the educators — largely women and often women of color — who nurture and facilitate learning for millions of the nation's youngest children every day. Despite their important, complex labor, early educators' working conditions undermine their wellbeing and create devastating financial insecurity well into retirement age. These conditions also jeopardize their ability to work effectively with children. As we find ourselves in the middle of a global pandemic, child care has been hailed as essential, yet policy responses to COVID-19 have mostly ignored educators themselves, leaving most to choose between their livelihood and their health. Unlike public schools, when child care programs close, there's no guarantee that early educators will continue to be paid. Even as many providers try to keep their doors open to ensure their financial security, the combination of higher costs to meet safety protocols and lower revenue from fewer children enrolled is leading to job losses and program closures. Many of these closures and lost jobs are expected to become permanent. Over the course of the first eight months of the pandemic, 166,000 jobs in the child care industry were lost. As of October 2020, the industry was only 83 percent as large as it was in February, before the pandemic began.1
The list of W.K. Kellogg Foundation grants approved in December 2020.
The list of W.K. Kellogg Foundation grants approved in November 2020.
The list of W.K. Kellogg Foundation grants approved in October 2020.
The list of W.K. Kellogg Foundation grants approved in September 2020.
The list of W.K. Kellogg Foundation grants approved in August 2020.
In May 2020 the University of Mississippi's Center for Research Evaluation (CERE) surveyed 1,220 licensed childcare centers. Our goal was to understand how the COVID-19 pandemic affected their operations. Between May 5 and 11,425 (35%) Mississippi-based center directors responded to our online survey. In this report we share their needs and data on how CARES Act funds may be useful.
Guided by the belief that all children should have an equal opportunity to thrive, the W.K. Kellogg Foundation (WKKF) works with communities to create conditions for vulnerable children to realize their full potential in school, work and life. Our funding focuses on three interconnected priorities – thriving children, working families and equitable communities. We bring a racial equity lensto all of our work, and make community engagement and developing leaders integral to all we undertake.New Mexico is a unique and incredible state — full of rich histories, cultural legacies and community pride. The state is one of the most multicultural and multilingual in the country with tremendous economic potential. We remain committed to embracing the wisdom of unique cultural, social and governance traditions throughout New Mexico, always aspiring to promote equity across boundariesof language, ethnicity and national origin.
More than a dozen stories illustrate how grantees are advancing racial equity and racial healing, building trust through community engagement and demonstrating courageous leadership to widen equitable opportunities for children and their families.
Research shows that over half of the children in the United States who are eligible for Head Start are not served by the program. There are important differences in Head Start participation by race/ethnicity: nationally, only 54% of eligible black children and only 38% of Hispanic/Latino eligible children are served by Head Start preschool. This brief explores how residential segregation may translate into inequitable access to Head Start programs at the neighborhood level for two time periods. National and state level patterns are discussed.
In this report, we present our analysis of the condition of public school funding in Arizona and 48 other states. Using the most recently available data from the 2016-17 school year, we rank and grade each state on three core measures to answer the question: How fair is school funding in your state?
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