In 2020, the COVID-19 pandemic and a national and global movement against longstanding systemic racism exposed structural inequities that persist today, particularly for the early care and education (ECE) workforce. The Early Educator Investment Collaborative’s response in this ongoing crisis is aligned with our long-term vision to prepare and compensate the ECE workforce fairly and equitably. In this spirit, we issued four grants to organizations working towards policy and advocacy that support building a better and more equitable ECE system in the wake of COVID-19.
Foundation for Child Development Grants in Action
As a member of The Collaborative, the Foundation is pleased to share a new research report resulting from its COVID-19 Response Grants, from the Urban Institute and spearheaded by Gina Adams with Danielle Ewen of EducationCounsel. The report, Supporting the Child Care and Early Education Workforce, offers a set of state and local policy strategies for policymakers, philanthropists, and other key stakeholders to address fundamental structural problems in the ECE system, including the inequities facing BIPOC (Black, Indigenous, and People of Color) child care and early education staff and providers. Through these policy solutions, we can better support the workforce as our country continues to navigate the impact of the pandemic and works toward building a stronger and more equitable ECE system in the years to come.
Learn more about The Collaborative’s COVID-19 Response Grants here.
About the Early Educator Investment Collaborative
The Collaborative’s goal is to help all early educators achieve their full potential as professionals to ensure that each child is prepared for success in school and life. Our vision is a country where there is no opportunity gap among children, where every child makes lasting gains in cognitive, social, and emotional development through their early care and education experience. We are working to link early educator professional competencies with professional compensation and to transform the preparation of early education.