COVID-19 highlights the foundational weaknesses in our nation’s approach to early care and education. Unlike K-12 public schools, which are funded primarily by state and local government and operated by government entities or under their oversight, early childhood care and education in the United States is funded primarily through parent tuition payments and delivered through a patchwork of providers. These include center-based child care operated by for- and nonprofit entities ranging from small businesses to national chains, home-based childcare, Head Start, and school-based pre-K programs, all of which operate under different regulations and resources depending on the type of program they are, the age of children they serve, and where their funding comes from.
It’s a complicated system given these underlying financing, structural, and policy factors, which COVID-19 has only underscored. The existing fragmentation has complicated efforts to protect children’s health and safety during the virus, ensure care for children of essential workers, or even collect accurate data to understand what is going on. And the system’s underfunding and reliance on parent payments has made early childhood providers and workers incredibly vulnerable in the current situation.
As state and local governments began to close schools and nonessential businesses in mid-March, early childhood providers and state system leaders faced several urgent needs. These included making decisions about whether to close child care programs to protect child and staff safety, ensuring continuing access to child care for essential frontline workers, and providing early intervention and development support to children at home. As the chart below shows, these immediate needs cut across interrelated dimensions of health, economics, and child development — as does the early childhood field itself.
As early childhood leaders and policymakers begin to look around the corner — to think about economic recovery as the public health crisis begins to subside — new questions and challenges are emerging. Many early childhood providers have lost substantial revenues as a result of COVID-related closures and reduced demand for childcare, and are at risk of going out of business. Getting America back to work will require stabilizing the child care sector to enable workers across the economy to return to their jobs, or find new ones. Continue reading
It’s now been about a month since U.S. public schools began closing in response to the novel coronavirus. During that time charter school leaders have scrambled to put in place distance learning, get kids fed, support staff in learning to work virtually, communicate with parents, and navigate numerous other unanticipated challenges. Leaders juggling so many competing demands hardly have time to pay attention to what’s coming out of Washington. But federal coronavirus response legislation passed in March has numerous implications for charters, along with other public schools and education nonprofits.
That’s why Bellwether teamed up with the National Alliance for Public Charter Schools on a new resource to help charter school leaders and support organizations understand how recent federal legislation might affect their schools and students. This resource looks at five areas in which the Families First Coronavirus Response Act (FFCRA) and the Coronavirus Aid, Relief, and Economic Security Act (CARES Act) affect public charter schools, including:
- New paid sick and family leave requirements that affect charter schools as employers
- Financial assistance for small- and mid-sized businesses and nonprofits that charter schools may be eligible to access
- Provisions that support elementary and secondary schools and state education systems in preventing, preparing for, and responding to effects of the novel coronavirus
- Non-education funding streams and flexibilities that charter schools and other public schools or education nonprofits may be able to use to cover costs associated with responding the novel coronavirus or better serve children, families, and communities during this public health emergency
- Provisions related to student loans and the Corporation for National and Community Service that may affect some charter school employees
The “paycheck protection program” loans available to small businesses (including nonprofits and sole proprietorships) through the CARES Act have drawn considerable attention, but most analyses do not address the unique considerations that charter schools must take into account in considering whether or not to pursue these programs. Further, numerous other CARES Act programs and provisions that have gotten less attention can be used to support coronavirus-related costs incurred by education organizations or meet needs of children, families, and communities they serve. For example: Continue reading