Littlest learners

Detroit has low-income families needing preschools — and preschools needing low-income families. They don’t always connect

PHOTO: Francesca Berardi
Some Detroit families struggle to find available seats in Head Start programs — while programs struggle to find families.

This story was reported by the Teacher Project, an education journalism fellowship at Columbia Journalism School dedicated to covering the issues facing public school families and teachers.

When Monica Hernandez moved to southwest Detroit last spring from California, she headed to her local Head Start center to enroll her two young children, who are 1 and 4. Hernandez, 21, wanted childcare so she would have time to go back to school and earn her GED. She also hoped that with Head Start—the half-century-old federal program that provides low-income pre-kindergarteners with free education, health, and nutrition services—she would help prepare her children academically and socially for kindergarten.

At the Head Start center at Harms Elementary School, Hernandez made an appointment to discuss enrolling her kids, but the meeting never happened. “They just kept postponing it, and then they never called me back,” she said. “I just gave up.”

teacher-project

At a time when cities and states across the country are trying to expand publicly funded preschool programs, the stories of Detroit families like Hernandez’ show how simply adding publicly funded seats for the littlest learners is not enough—particularly when it comes to low-income families who often have the most to benefit from quality early childhood education programs.

Of the roughly 30,000 low-income children below the age of five in Detroit, only about 3,900 are enrolled in a Head Start program. Funding for about 850 Head Starts slots goes unused. Some parents don’t know of the program’s existence; others struggle to navigate a complicated landscape of Head Start providers with impenetrable enrollment procedures. The experience in Detroit shows that serving more of the country’s youngest students depends not only on expanding access, but getting much better information to the most disconnected communities and parents. (Head Start is federally funded, but delivered by hundreds of local agencies that can be public, private, for-profit or non-profit.)

“The struggle to fill vacant seats is something you could not even imagine in other cities…where the waiting lists are interminable,” says Maria Montoya, who works for Excellent Schools Detroit, an organization devoted to helping families traverse Detroit’s education landscape.

Though Hernandez eventually found a spot for her children in another Head Start center run by an agency called Matrix, her initial problem—wanting Head Start seats and struggling to get them—is frustrating to many people working in that sector. Laura Lefever, who runs the Children’s Center, a Head Start program in northwest Detroit, has more seats available than pupils to fill them. “Where are the children?” she asks, staring at a chart showing the number of vacant seats in the center she oversees.

Lefever’s program is in a neighborhood with a large number of single, working parents in desperate need of childcare. Yet 10 of the seats at the Children’s Center haven’t been filled. “I am becoming a walking billboard,” Lefever says, pointing to her red T-shirt with the name of the school on it. “I carry flyers everywhere.”

The reasons for the Head Start vacancies are numerous, intertwined, and contain valuable lessons for a nation hoping to better serve its youngest students.

Many parents, particularly those who were underserved by the education system themselves, don’t understand the value of early childhood programs—or remain unaware of their existence. This can be especially true in states where even 5-year-old kindergarten is optional. “They don’t realize the impact early education can have, and the importance of learning how to support your children’s studies in the years to come,” says Lefever. “Head Start is not a parking space for babies but the beginning of a journey. It is for parents just as much as for children.”

While the research and policy world remains divided on the quality of Head Start, studies have shown that it can have a positive significant impact over the long term. Children who participate are more likely to earn a high school diploma and less likely to be convicted of a crime. While traditional Head Start programs serve kids once they turn three, Early Head Start enrolls younger children. Some Head Start centers in Detroit also offer Early Head Start, but parents tend to be even less aware of the programs for younger children.

Sheritta Dew might never have discovered Head Start if she hadn’t gone back to school herself. “When I had my first child I did not know about these programs,” said Dew, 21, who has a three- and a one-year-old, and is six months pregnant with a third child. But when someone at her GED center mentioned Head Start, Dew realized she had more options than keeping her children at home. They’re now enrolled at a Head Start center in southwestern Detroit, not far from the homeless shelter where the family lives.

Dew’s three-year-old spent his first two years at home, where he didn’t have nearly as much exposure to educational activities. “I just regret that my son wasn’t here sooner, he could have learned a lot more,” she says. But after hard times in the past, Dew feels that her life is on an upswing. Staying at the homeless shelter means she doesn’t need to worry about where her family will find its next meal, and social workers are helping her to find an apartment. Most important, her children seem content and engaged. “They look happier since they started,” she said.

 

* * *

While parental reluctance and lack of awareness play a role in keeping Detroit’s Head Start centers underoccupied, a blurry enrollment process doesn’t help the matter.

The city administered the Head Start program for about half a century, from the 1960s to 2012. At that point, the U.S. Department of Health and Human Services announced it no longer wanted the city to distribute the money because of longstanding issues, including mismanagement of funds. In 2014, control over the program was handed over to a variety of local organizations and nonprofits that now run the centers, a more typical model from a national perspective.

There are a number of different factors that determine Head Start eligibility, which can vary slightly from center to center, with some exemptions permitted. A child’s family income typically needs to be at or below the federal poverty guidelines of $16,000 for a family of two and roughly $20,000 for a family of three. Other factors that must be taken into consideration are homelessness, disability, and the English language proficiency of the family. But some others factors, like the age or the employment status of the parents, depend on local needs and context. In a neighborhood with a rapidly growing number of refugee youngsters, for instance, they might receive greater preference than they would in other areas.

Skeptics say this system not only confuses parents but allows for a fuzziness that less-than-scrupulous operators can exploit: turning away families they should serve by saying they don’t meet the enrollment criteria. Some center operators are far less responsive and helpful than Lefever.

The complicated, and not always transparent, enrollment process can be particularly detrimental for the most vulnerable kids: those with special needs. Head Start centers are required to enroll at least 10 percent of children with special needs, but according to parents and center operators some make it clear that they are not able to accept students with more severe disabilities.

Tina Edwards, the enrollment coordinator at the Children’s Center, recalls a three-year-old who had been in a car accident and couldn’t walk as a result. “Another school told her parents that they could not accommodate their need based on her handicap,” Edwards said. “We welcomed her here. One bad encounter can affect how families feel about the Head Start program as a whole.”

In order to win parents’ trust, engaging them is a priority. “One of the ways to address the enrollment issue is to empower parents, involve them in the process and ask them to spread the world about the program,” says Kaitlin Ferrick, director of the Michigan Head Start Collaboration Office. “The peer to peer review is always effective,” she adds. This is particularly true in Detroit, where many residents have grown to distrust official sources after decades of being underserved.

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In a city where a population of roughly 700,000 is spread out over 140 square miles, geography and transportation form another barrier to access. Until recently children had to be enrolled in a center located in the zip code where they lived, which was not always the closest one to their home. They usually couldn’t switch zip codes unless all of the programs in their own area were full—something that happens very seldom in Detroit. However, new standards implemented earlier last month create more flexibility. While Detroit Head Start operators are still waiting to see if the new standards will help solve their problems, they do allow centers to more frequently enroll children in the zip code where parents work, not live if center operators can show they’ve made every effort possible to recruit families who reside in their zip code.

Parents often prefer sending their children to centers near where they work, especially those who don’t find a spot in a full-day program. Some travel more than an hour on buses with unreliable schedules to get to their jobs. “You really need to be unemployed, or have someone who helps you, in order to enroll your child for three hours a day” in a half-day program, says Melanie Ford, a 34-year-old mother of two.

After a “challenging” nine months spent trying to enroll her daughter in a quality and convenient Head Start center, she finally settled on one she disliked because it was the only one with an open full-day slot. (Full day programs typically run from 8 a.m. to 3 or 4 p.m.) “There were no many activities, children were not learning as they should,” she said, noting that staff members didn’t interact with the kids as much as she wanted. She was eventually able to move her daughter to another center in the same zip code where she learns a lot more. “She is always smiling now. But I tell you: You gotta be really consistent to enroll your kid in school.”

Even those working families who find “full day” programs may struggle with the limited hours—another deterrent to enrollment. Some may eschew Head Start and opt for private, home-based child care centers as a result.

Nobles has been working in Head Start programs since 1999 and has first-hand experience of how valuable early childhood education can be, having attended a Head Start center herself. She loves her job, yet sometimes she has to confront hard challenges.

According to a 2015 report funded by the Kresge Foundation, Detroit has 6,684 full-day, full-year licensed slots in schools and centers for children ages three to five— a number that meets only 29 percent of the demand. Roughly 16 percent of available child care in the city is comprised of family child care homes, most of it unlicensed. This type of private child care has played a historic role in Detroit communities where families have learned not to rely too heavily on government-run services. But it is not subject to any kind of inspection, even if partially subsidized through publicly funded vouchers.

“The collection of data on early childhood education in Detroit is still challenging, the Head Start program included,” said Kaitlin Ferrick. This can be true in many big cities, but Detroit, according to Ferrick, offers “an extreme example.” Competition among providers doesn’t make the data gathering any easier, with agencies sometimes competing for the same teachers, social workers and facilities.

There is some cause for hope. Ten foundations in the Southeast Michigan Early Childhood Funders Collaborative, which formed in 2010, have invested more than $50 million into the region’s early childhood programs since 2012. The fund has helped spur innovative, collaborative ways to help Detroit’s Head Start program expand its capacity and its reach, building a citywide enrollment system.

But if Detroit’s most vulnerable families miss the message, the new money will have far less impact. The city’s experience shows that the future of early childhood education in America’s low-income communities depends heavily on whether parents have the capacity and knowledge to take advantage of their available options — and, when necessary, clamor for something better.

 

words matter

NYC Chancellor Carmen Fariña on pre-K diversity struggles: ‘This is parent choice’

PHOTO: Monica Disare
Chancellor Carmen Fariña

Chancellor Carmen Fariña is again drawing criticism from school integration advocates — this time for appearing to excuse racially segregated pre-K programs as products of “parent choice.”

When asked about diversity in the city’s pre-K program at a state budget hearing Tuesday, Fariña seemed to skirt the issue:

“The pre-K parent, rightly so, wants whatever pre-K program is closest to home. They’re in a rush to get to work. They have to do what they have to do. And the one thing that I can say [is] that all our pre-K programs are the same quality … Whether you’re taking a pre-K in Harlem or you’re taking a pre-K in Carroll Gardens, you’re going to have the exact same curriculum with teachers who have been trained the exact same way.

But I, as a parent, am not going to be running to another part [of the city]. So it’s a matter [of] applying. Parents apply. This is parent choice — the same way you can go to private school, parochial school, charter school, you can go to any pre-K. You have an application process, you fill it out. And generally, this year, I think people got one of their first top choices, pretty much across the city. So this is about parent choice.

… So I actually do not agree with this. I think if you’re counting faces, then it’s true. If you’re counting parent choice, it’s totally different. So I think to me diversity is also, we are now taking more students with IEPs [Individual Education Plans] in our pre-K programs. We are taking more students who are English Language Learners in our pre-K programs. Diversity has many faces.”

Fariña’s response didn’t sit well with some integration advocates, who want the chancellor to offer a more forceful commitment to tackling diversity issues.

“It’s basically an argument for separate but equal — that what really matters is drilling down on resources and teachers,” said Halley Potter, who has studied segregation in New York City’s preschools as a fellow at the think tank the Century Foundation. “The problem with that argument is that, in practice, that is rarely if ever true.”

In a recent study, Potter found that the city’s pre-K program is highly segregated. In one in six pre-K classrooms, more than 90 percent of students come from a single racial or ethnic background. And, Potter said, research shows quality goes hand-in-hand with diversity: Children in mixed pre-K classrooms learn more and are less likely to show bias.

Matt Gonzales heads school integration efforts with the nonprofit New York Appleseed. He said excusing segregation as a by-product of parent choice seems to “completely absolve officials” from taking steps to increase diversity in pre-K classrooms.

“That’s disappointing because we’re in a place where we’re looking at ideas and potential solutions to segregation in the city, and I worry whether pre-K is being left out,” he said.

The city called the critique unfair. “By any measure, these are extreme mischaracterizations of a thoughtful response on our commitment to pre-K quality,” Department of Education spokeswoman Devora Kaye wrote in an email. “Divisive rhetoric doesn’t move us towards solutions. The chancellor has always been committed to inclusive schools and classrooms, and we’ll continue our efforts to strengthen diversity in our schools.”

This isn’t the first time Fariña struck observers as tone-deaf on diversity. In October 2015, she suggested rich and poor students could learn from each other — by becoming pen pals.

The city has taken some steps to integrate pre-K classrooms, allowing a number of schools to consider “Diversity in Admissions.” But as of September, the program is only open to public schools, and the majority of pre-K centers in New York City are privately run.

Mayor Bill de Blasio and the Department of Education have said they are working on a plan to improve school diversity, and hope to release details by the end of the school year.

Monica Disare contributed to this report. 

big debut

Memphis is about to open a major pre-K center. Advocates hope it’s just the start.

PHOTO: Caroline Bauman
Porter-Leath's Early Childhood Academy readies for its grand opening on Friday. The center features a state-of-the-art preschool and teacher training institute.

Even the hallway walls of Memphis’ glowing new pre-K center are designed to engage 4-year-olds. Rows of textured blue grooves, symbolizing the city’s mighty Mississippi River, beg to be touched.

Classroom windows are positioned at eye level for small children to peek through. And an array of sturdy new props supports an environment for both learning and play.

Porter-Leath’s new Early Childhood Academy will open Friday as the first of its kind in Memphis. With 32,000 square feet of space developed with $9 million in private funding, the center will serve some 220 kids through Head Start, a federally funded program for the nation’s poorest children.

But equally important, the South Memphis center will become a hub of teacher training in an effort to bolster the quality of all of the city’s pre-K classrooms.

PHOTO: Porter-Leath
Porter-Leath serves children 5 and under in Head Start classrooms.

Porter-Leath has served the city’s poorest children since its founding in 1850 as an orphanage. Its offices are in the former orphanage building on land donated by Sarah Leath, a widow and mother who took the lead in organizing the charity. Today, the nonprofit organization has emerged as the lead provider of early childhood education in Memphis. In partnership with Shelby County Schools, it provides Head Start classrooms across the city and wraparound services such as special education screenings and health care.

Pre-K advocates are calling the new academy — and especially its focus on training quality pre-K teachers — unlike anything else in Tennessee.

How to define and measure “quality” pre-K has been a source of debate, especially since a Vanderbilt University study concluded in 2015 that academic gains achieved by students in Tennessee pre-K classrooms flickered out by third grade. The surprising findings prompted a reexamination of the quality of early learning programs across Tennessee, and state lawmakers responded by passing a 2016 law designed to improve pre-K classrooms.

The new Memphis academy represents a major investment by Porter-Leath and its supporters to determine what practices are most effective in its own classrooms and to share those lessons across the city through teacher trainings. Speakers and highly ranked teachers will be brought in to share their expertise.

PHOTO: Caroline Bauman
An observation room allows teachers in training to peek into a classroom.

“Thanks to the classroom observation rooms, educators who just came from a seminar will be able to see that skill they just learned about in action,” said Rob Hugh, the organization’s development director. “Before they leave, they will have to go into the classroom and practice for themselves. We see this as a chance to raise the quality of our staff and the staffs of daycares throughout the city.”

Porter-Leath will provide “relief teachers” for those who can’t afford a substitute to encourage Memphis daycare operators to let their teachers take advantage of the training.

Tennessee has a three-star evaluation system for early childhood providers, but it focuses more on safety and health than quality of instruction, said Daphanie Swift, early childhood director at PeopleFirst Partnership, a coalition of business, government, academic and civic leaders.

“The vast number of child care providers in the city have a long way to go with providing quality education,” Swift said. “This new training academy is a new concept for early childhood, and we hope will raise the bar for rigor in instruction.”

Hughes said all of Porter-Leath’s 300 classrooms across the city, which serve almost 6,000 students a year, have three stars. However, only 15 classrooms reach the level of instructional quality required to be accredited by the National Association for the Education of Young Children, which Porter-Leath views as the gold standard.

PHOTO: Caroline Bauman
A worker assembles toys at the new academy.

The 16 classrooms added under Porter-Leath’s new academy are significant as the city searches to provide more pre-K seats, especially in low-income areas.

The academy is located next to Alton Elementary School, a strategic move. The hope is that its pre-K students will feed the Shelby County school, which serves one of Memphis’ poorest zip codes.

Memphis has a shortage of quality pre-K seats, and the academy already has a wait list of 144 families. Estimates of how many income-eligible children lack access to quality pre-K range from 2,200 to 5,000.

Swift said that PeopleFirst Partnership will continue to push for more quality pre-K seats — and philanthropic support to pay for them. The coalition organized a pre-K summit last summer to discuss what impact a recent $70 million federal grant has made on Memphis pre-K so far.

“I think a light bulb has finally come on in the city that pre-K is a needed investment,” Swift said. “We have to pay attention to those critical years of 0-5. So much of what we’re trying to address, from crime to low third-grade reading levels, can be warned against in those early years.”