The Impact of Universal Pre-K on Child Care Providers in FWISD 2014 As noted in Table 13 above, 79% (31) of centers indicate that they would likely (or very likely) need to reduce teaching staff as a result of a reduction in full-day pre-k enrollment. For this analysis, statistical significance means that the percent of respondents reporting they would be likely to take an action is significantly more than what would be expected if responses were given at random. While significance demonstrates an area of specific concern, this should not diminish the relevance of non-significant responses. Reductions in teaching staff frequently do result in increased child-teacher ratios, even though only 46% of centers see this as a possibility. Though the survey does not specify the size of staff reductions, it is worth noting that these 31 centers employ more than 488 teaching staff. Additionally, though not statistically significant, 47% of centers are likely to reduce non-teaching staff, including positions included program coordinators as well as administrative staff. Losing non-teaching staff could result in increased burdens on teachers and reduced program quality. In addition to laying off teachers, survey comments suggest reductions in pay and benefits for teaching staff might be necessary as a result of reduced 4-year-old enrollment. One center already experiencing the impacts of FWISD universal pre-k comments, “This year we will lose $43,000 in income. I will not be able to offer additional benefits and pay increases to my staff this year.” As the competitiveness of the market for quality teachers continues to increase, providers with low salaries may face difficulties recruiting and retaining quality early childhood teachers. This competitiveness may also extend beyond only low-salary employers, as the comparatively high salary for FWISD pre-k teachers may also attract qualified teachers from private preschools as well as Head Start programs. For 8 of the 9 centers reporting that they would be “unlikely” or “very unlikely” to reduce their teaching staff, teacher retention correlates with an intention to maintain pre-k enrollment by transferring students from full-day to new or existing pre-k after-school programs. Focus group and site visit participants also discussed offsetting losses through expanded after-school care as well as growing holiday and summer programs for when school is not in session. Focus group participants also mentioned extending evening hours to attract and keep more children. The ninth center, a private school, anticipated very little impact overall related to public pre-k and thus reported they would be unlikely to make any changes as a result. As many of these providers do not have existing after-school care for older children, they may benefit from guidance and support in building and launching affective after-school programs.
CCMS and Pre-K Impact Survey responses do not indicate a connection between a provider’s acceptance of CCMS and the real or anticipated impact of universal pre-k expansion on their costs, quality or financial stability. However, this could be because Focus group participants and some survey comments suggest having students with CCMS may help providers ensure stable enrollment and revenue levels. As one focus group participant commented: “The FWISD universal pre-k program is optional. Parents are getting CCMS subsidy anyway, so why move their child?” Other providers 44 | P a g e
