2005 Neighborhood Profiles: Dorchester

1
2005 Neighborhood Profiles Dorchester

• What do children and families need?
• Whats available?
• How good is it?
• Boston EQUIP
• Boston Early Education Quality Improvement
  Project
• A project of
• Funding provided by Boston Community Partnerships
  for Children

2
Overview

• Boston EQUIP Model
• Methodology
• Demand and Supply
• Quality
• Next steps

3
The Boston Early Education Quality Improvement
ProjectBoston EQUIP

• Established 1994, as a project of Associated
  Early Care and Educations Research and Policy
  department
• Mission to collaborate with members of the
  Boston early education community to
  systematically evaluate, set goals for, and
  improve upon the quality of early childhood
  programs.
• Primary tool Community Profiles surveys.
  Collected data 1995, 1997, 1999, 2001, with the
  most recent being 2004

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The Boston EQUIP model
2. Set goals and benchmarks
3. Improve upon the quality
1. Evaluate
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2004 Community Profiles Methodology

• Community Profiles surveys
• Center / Head Start - All
• Family Child Care - Stratified random sample
• Public School Preschool - All
• Timeline 2 year process
• Used other community and national sources as
  relevant

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Community Profiles Survey Response Rates
additional surveys sent to/received from Boston
Public Schools with K2 classrooms
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Neighborhoods
Charlestown / North End
East Boston
Back Bay/ B.Hill/ DT
Allston-Brighton
South End / Chinatown/ Fenway
South Boston
Jamaica Plain / Roxbury
Boston CPC Neighborhoods are based on the Boston
Public Health Commission Neighborhood boundaries
Dorchester
Roslindale / W. Rox / Hyde Park
Mattapan
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DEMAND FOR EARLY CARE AND EDUCATION IN
DORCHESTER
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Young Child Population in Dorchester
10,273
11,849
12,374

• 2002 BPHC

• maternal residence Dorchester

Note population children birth to 5 years, 4
months
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Child Population by Neighborhood
28 of population of Boston
Boston population 42,822
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Characteristics of Young Child Population

• Age
• 6,200 are infant-toddlers (birth to 2 years, 8
  months)
• 5,649 are preschoolers (2 years, 9 months to 5
  years, 4 months)

• Income
• Approximately 28 (3,318) live below 25 of
  state-median-income
• Approximately 56 (6,636) live below 50 of
  state-median-income

• Working Families
• 73 of young children live with at least one
  caregiver in labor force

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SUPPLY OF EARLY CARE AND EDUCATION IN DORCHESTER
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of Programs Providers
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Early Care Education Capacity
Dorchester provides 26 of Bostons capacity
Total Boston capacity 18,876
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Capacity by Type of Care in Dorchester
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Dorchester Capacity by Age
Infant-toddlers 30
Preschoolers 70
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THE RELATIONSHIP OF SUPPLY DEMAND IN DORCHESTER
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Is There Sufficient Supply to Meet Demand in
Dorchester
Answer Depends on how define demand

• Total population
• 2. Low-income children
• 3. Children living in working families
• 4. Universal Demand Estimates

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Relationship of Supply to Total Population
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Supply Minus Demand Formula
Unmet Need (-) Or Excess Supply ()
Supply
-
Demand
Infant-toddler Supply 1,447
Infant-toddler Demand 6,200
-
-4,753
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Infant-toddler Supply minus Demand
23 of demand is met by capacity in Dorchester
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Preschool Supply minus Demand
58 of preschool demand is met by supply in
Dorchester
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Supply minus Low-income Demand (children living
below 50 of SMI)
75 of low-income demand met by supply in
Dorchester
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Working Family Supply minus Demand
71 of working family demand met by supply in
Dorchester
1,001
to
2,000
0
to
1,000
-1,001
to
0
-2,000
to
1,000
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Universal Demand Estimates
Infant-toddler universal demand
50 Preschool universal demand 77
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Infant-toddler Supply minus Universal Demand
47 of Infant-toddler Universal Demand is met by
supply in Dorchester
Total for Boston -5,996
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Preschool Supply minus Universal Demand
76 of Preschool Universal Demand is met by
supply in Dorchester
Total for Boston 2,615
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Summary of Supply Demand
Is There Sufficient Supply to Meet Demand in
Dorchester

• Total population
• 2. Low-income children
• 3. Children living in working families
• 4. Universal Demand Estimates

• Other Factors
• Serving children from Dorchester only?
• Affordability of care (subsidized versus
  non-subsidized care)?

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QUALITY OFEARLY CARE AND EDUCATIONIN DORCHESTER
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Quality of Early Care and Education Overview

• Program quality
• Accreditation
• Teacher quality
• Education levels
• Salary

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Accreditation
n 330
(NAEYC, NAFCC or possess active CDA if family
child care provider)
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Teacher Quality Bachelor Degree or Higher
Dorchester
Boston
Boston Public School Preschools
100

Teachers

Paraprofessionals
16
Directors
69
63
Community Based/Head Start Center
25
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Lead Teachers
Teachers
21
6
Assistant Teachers
11
2
Family Child Care

14
Providers
unable to determine no survey data available
or small sample
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Teacher Salary - Boston

• Boston Public Schools average teacher hourly rate
  57.93 (Range 36.67-70.27)
• Center / Head Start Lead Teacher average hourly
  rate 14.00
• Family child care provider average hourly
  earnings revenue (out-of-pocket expenses
  cost of using home) 7.32 across MA

Data source Boston Teachers Union Community
Profiles 2003-2004 C/HS survey Massachusetts
Cost and Quality study on Family Child Care
www.wcwonline.org/earlycare/FamilyChildCare2004.pd
f
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Salary for Community-Based/Head Start Centers
Average Hourly Pay of Community
Based/Head Start Center
Full-time Staff
25
Boston
Boston
22
Dorchester
21.09
20
15
14
13.32
Salary (/hour)
12
11.61
10
10.20
10
5
0
Director
Lead
Teacher
Asst.
Teacher
Teacher
Data source Community Profiles 2003-2004 C/HS
survey
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LOOKING AHEAD
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Higher Teacher Education Requirements

• What do we know?
• High quality standards are being set with BA
  requirements and deadlines
• 100 of Public School Preschool teachers in
  Boston have a BA or higher, only 25 of Center
  and Head Start Lead teachers in Dorchester
  currently have a BA

• What do we not know?
• Suspect certain barriers exist non-traditional
  students, English as a second language, cost,
  time, courses and certificates that dont
  matriculate
• What percentage of teachers are currently
  enrolled in a degree-granting program?
• What are best practices for supporting
  non-traditional students to earn higher education
  degrees?

• What are we doing to support the current and
  future workforce to earn higher education
  degrees? What data do we need to make these
  decisions?

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Universal Voluntary High Quality Preschool

• Capacity for UPK
• Is the current capacity being maximized? How much
  does capacity need to expand? Who will expand? By
  when must they expand?
• Qualified workforce
• Higher education degrees
• Expanding the workforce as capacity expands
• Integrating child care and early education
• Boston and its process
• A process will need to be developed that
  incorporates education about the issues,
  collaborative decision-making, and advocacy.

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What can we use this data for?
Now that we have all this useful information, it
would be nice to be able to do something with it.
(Actually, it can be emotionally fulfilling just
to get information. This is usually only true,
however, if you have the social life of a
kumquat.) (UNIX Programmer's Manual)

• Planning Resource Allocation
• What needs to be planned?
• Improving quality and access
• Higher education/UPK

• Where will this planning occur?
• Individual agency
• Neighborhood
• Boston

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The Boston EQUIP model
2. Set goals and benchmarks
3. Improve quality/ access
1. Evaluate
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What can we use this data for?

• Planning Resource Allocation
• What needs to be planned?
• Improving quality and access
• Higher education/UPK
• Where will planning occur?
• Individual agency
• Neighborhood
• Boston

• Unanswered Questions
• Subsidized care
• Workforce

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For more information
www.bostonequip.org Corey Zimmerman Boston
EQUIP Associated Early and Education 95 Berkeley
St., Suite 306 Boston, MA 02116 617-695-0700,
ext. 229 e-mail czimmerman_at_associatedece.org