Early Childhood

To end child care deserts, it’s time to rethink care provided by family and friends, activists and experts say

PHOTO: Helen H. Richardson/The Denver Post
Olga Montellano walks with her daughter Milagros Santos, 3, right, and her neighor's son, Juan Pablo Ordoñez, 3, after preschool in their neighborhood.

Weighty regulations, high operating costs and rapidly changing neighborhoods are compounding child care shortages in many of Colorado’s low-income communities.

But state and local policymakers can help by providing informal child care providers — family, friends and neighbors providers — with streamlined policies, low-cost training and a network to connect families with care, a panel of providers and advocates said Tuesday.

Recognizing how widespread that type of care is and putting a renewed value on those providers could help close stubborn academic achievement gaps that begin to appear as early as kindergarten, the panel said.

“I wish that it was an option for everyone,” said Liliana Flores Amaro, an Elyria-Swansea resident and community activist who was raised by her grandmother and teared up recalling her early years. “I know there are lots of families who don’t have those networks around them to give those special experiences to the young children around them.”

Those comments were made at Chalkbeat’s “Lessons From a Child Care Desert” event. The panel featured Liliana Flores Amaro, an Elyria-Swansea resident and community activist; Richard Garcia, former executive director of the Colorado Statewide Parent Coalition; Rebecca Kantor, dean of the School of Education and Human Development at the University of Colorado Denver; and Patricia Martiñon, a child care provider in Elyria-Swansea.

The event at the Mile High United Way followed Chalkbeat’s close look at how one north Denver neighborhood, Elyria-Swansea, is grappling with few child care options. The problem is so pronounced, the neighborhood is designated as a child care desert.

But the Elyria-Swansea neighborhood isn’t alone.

Nine of Denver’s 78 neighborhoods, including Elyria-Swansea, are classified as child care deserts, according to data from a recent Center for American Progress report. Parts of more than a dozen other neighborhoods also earn that designation.

The report found that half of the people in the 22 states it examined live in a child care desert, which it defines as neighborhoods or small towns with either no child care options or so few that there are more than three children for every licensed child care slot.

One effort to reverse that statistic in Elyria-Swansea is an intensive course for family, friend and neighbor providers called Providers Advancing Student Outcomes, or PASO.

PASO is helping 22 informal child care providers obtain a common entry level child care credential, Garcia said. But his organization’s efforts need to be replicated on a greater scale, he said.

Knowing that most Colorado children are not being cared for by licensed providers, Garcia said policymakers need to turn their attention to supporting informal providers.

“I’d put more value on what (family, friend and neighbor providers) are doing,” he said. “How do we support this type of work?”

Martiñon, who looks after her nephews, has participated in the PASO training.

“I’m realizing the challenges are many,” she said through an interpreter. “Taking care of children goes beyond keeping an eye on them. … I learned there are so many ways that I can express love to the children — and teach them, not just have them in front of the TV or computer.”

While there are several “universal” factors — including a lack of funding for low-income families to cover tuition at licensed centers — contributing to the lack of child care in Denver, rapid gentrification is adding another wrinkle, said Kantor, of CU Denver.

“The tensions that are always inside a community that is changing are very real,” she said. “You can’t take child care alone. It’s in a context.”

Flores Amaro, the community activist, agreed that an influx of new people and businesses can improve her neighborhood, but said that long-standing residents shouldn’t be displaced.

“We want everything else Denver has,” she said. “Just not at the expense of us.”

Watch the panel’s discussion here:

Early childhood literacy

How to make a good reader? Combine in-school tutoring with hundreds of books for toddlers and babies

PHOTO: Helen H. Richardson, The Denver Post
Fourth graders at College View Elementary in Denver.

A new literacy program for children from babies to third grade will focus on tutoring students and encouraging reading at an early age as it works with 100 families in the Munger Elementary-Middle School area.

The 3-year pilot program will combine the resources of 80 volunteers, the Munger school staff, and Brilliant Detroit, a social service organization. Brilliant Detroit will house a national program called Raising a Reader, which will ensure that the families receive as many as 100 books each over the next three years to read to babies and toddlers.

“We believe the city of Detroit is turning around,” said former state Supreme Court justice Maura Corrigan, who is spearheading the program. “But we understand that Detroit cannot turn around effectively if the schools don’t turn around, and that can’t happen unless the children learn to read.”

The program is part of a state-wide push to help more children learn to read before a new state law takes effect in 2020 that will force schools to hold back third-graders who aren’t reading at grade level. This year, fewer than 10 percent of Detroit students met that grade-level threshold.

Announced today, the program launches in January and has more than $20,000 in funding.

Munger Principal Donnell Burroughs said students who received the lowest reading test scores will likely be the ones who receive tutoring.

“Here at Munger we want our students to continue to grow,” Burroughs said. “We will identify certain families and students from preschool to third grade and they’ll work with individual tutors who come into the school every day.”

Students will work with a tutor in groups of three for 40 minutes a day.

Lt. Gov. Brian Calley described another benefit of the program: helping students with disabilities.

“Perhaps an unintended consequence of the work that’s happening here is we can identify developmental delays and disabilities earlier for intervention.”

Calley, whose daughter has autism, is an advocate for people with disabilities. Studies have shown that early intervention improves outcomes.  

“We still have so far to go there,” he added. “This is a reading initiative, but it’s gonna have benefits beyond reading.”

Special education has been a pressing concern for education advocates in the state. The Coalition for the Future of Detroit Schoolchildren issued a list of recommendations for ways to improve Detroit schools in early December. Among them was a priority to fully fund special education.

Plans to continue or expand the program are unclear, and depend on the pilot’s success. The effort is supported by 15 local and state partners, including Gov. Rick Snyder and Raising a Reader.

Pre-k push

Memphis gets back into education game with vote to fund pre-K classrooms

PHOTO: Caroline Bauman
A pre-K student plays with blocks at the Porter-Leath Early Childhood Center.

The Memphis City Council committed on Tuesday to find a way to invest at least $8 million in pre-kindergarten classrooms before 2019, marking their first big investment in Memphis schools in four years.

The measure, which was approved 11-0, did not provide a funding stream for the multimillion-dollar need, but essentially holds Memphis to find a way to come up with $8 million for 1,000 pre-K seats that the city stands to lose with the expiration of a major federal grant in 2019.

Councilwoman Janis Fullilove recused her initial yes vote without comment.

Councilman Kemp Conrad, who introduced the resolution, told his fellow council members that this measure is a way for the city to once again fund programs that help children. Tuesday’s vote marks the first new money for  Memphis classrooms since 2013 when city and county school systems merged.

“We can make a statement, a formalized action to the mayor who is very supportive of this issue, as a policy-making body,” Conrad said. “We’re making a statement to other funding bodies, Shelby County Schools, the Shelby County Commission and private entities that the city can come to the table with money.”

At an executive session two weeks ago, Mayor Jim Strickland said he supported the initiative and that the seats could mean the difference in children developing the reading skills they need by third grade to be successful in school.

Councilman Bill Morrison, a former Memphis teacher, brought forth an amendment before the vote that would have expanded the measure to also guarantee funding for schools beyond pre-K, such as after-school programs and career and technical training. However, he withdrew his amendment after Councilman Berlin Boyd suggested he bring the issue as a separate resolution in the future.

Currently, about 7,420 of the city’s 4-year-olds attend free school programs, and a coalition of nonprofit groups led by Seeding Success has been pushing to maintain — and even grow — the number of free, needs-based pre-K seats in Memphis. The group estimates that about 1,000 additional seats are needed to offer free pre-K to all who need it.

Mark Sturgis, the executive director of Seeding Success, told Chalkbeat after the meeting that the council vote will spur further collaboration between private and public funders to bolster pre-K in Memphis. Seeding Success will help to lead a closed-door meeting tomorrow between City Council members, Shelby County Commissioners and philanthropic and private donors.

“Now, it’s about leveraging the momentum from tonight with coordinated conversations,” Sturgis said. “We have to build the infrastructure to do this right. It’s all about creating quality pre-K.”

Charles Lampkin, a Memphis parent whose three sons were students in pre-K classrooms, said during public comment that the free early education made a big impact on this family’s life.

“My (now) first-grader is reading on grade-level and above and my kindergartener is at grade level,” he said, adding that his third son was currently enrolled in pre-K classes at Porter-Leath. “I don’t know what my children would have been like if they did not have that benefit, where they would be in terms of performance. There’s a lot of disparity here with our children. Fortunately for me, my children have benefited.”