How Funds Are Allocated
How These Funds Can Be Used
Creating a Grantee Plan
Suggested Strategies

As part of an effort to increase the benefits children and families receive from Head Start, over $120 million in quality improvement funds $40 million in FY 1999, $80 million in FY 2000 have been made available to Head Start and Early Head Start programs as part of their base funding to improve the training and qualifications of classroom teachers. These funds assist in implementing a new mandate in the 1998 Head Start Act reauthorization that requires, by September 30, 2003, that at least half of all Head Start teachers in center-based programs have an associate, bachelor's, or advanced degree in early childhood education, or a degree in a related field with pre-school teaching experience.

How Funds Are Allocated
Programs vary considerably in the numbers of their teachers who have a degree that meets the new mandate. While all programs receive quality improvement funding to be used to improve teacher training, qualifications, and compensation tied to enhanced credentials, grantees that have fewer teachers with degrees will receive larger allocations.

Funds are allocated according to a formula using the number of their teachers with college degrees reported by grantees in the June 1998 Program Information Report (PIR). Specifically, each grantee is allocated

• $1,300 for each teacher employed by the grantee who, as of June 1998, did not have either a college degree in early childhood education or a degree in a related field with a state certificate; and
• $300 for each teacher reported in the June 1998 PIR who already has either an early childhood education degree or a degree in a related field with a state certificate. This recognizes the need to provide training and/or salary enhancement opportunities to all teachers, including those who already meet the statutory requirements.

How These Funds Can Be Used
These funds can be used to

• Pay for courses that lead to appropriate degrees, including tuition, fees, and materials;
• Raise the teachersupervisor credentials to degree status;
• Support teachers in completing courses and degrees, by providing transportation, release time, and substitutes;
• Increase teacher compensation tied to achievement of associate, bachelor's or advanced degrees, and/or recruit and retain individuals who have attained a degree; and
• Provide additional training to teachers who already have qualifying degrees.

Creating a Grantee Plan
Each grantee assesses current staff and develops a plan to use these funds to best meet the needs of its program. In addition to describing how the initial increase would be used, the plan highlights how quality improvement funds will be used to increase the program's percentage of teachers with qualifying degrees over a five-year period. Grantees identify strategies to increase access to training and provide higher compensation. If a grantee's circumstances change, a revised plan is submitted to the Regional Office.

Suggested Strategies
The following are strategies that have been successful for some grantees in increasing the number of teachers with college degrees:

Develop a comprehensive plan

• Designate a task force with representation from staff, parents, management, and community partners to assess the agency's needs, articulate the vision, formulate strategies, and track progress.
• Assess the number of staff who hold appropriate degrees and current levels of participation in courses and degree programs, as well as the progress of other staff towards gaining a degree (i.e., numbers of courses and/or credits in degree programs).
• Set annual goals for increasing the numbers of teachers with degrees and track staff's progress towards completing courses.
• Meet with staff members to find out what supports they need to help them earn their degrees.
• Review compensation rates and modify as needed.
• Conduct exit interviews or surveys of staff who have left or are planning to leave Head Start for other employment. Find out what factors attracted them to work for Head Start and what could have persuaded them to stay, such as compensation, benefits, and training opportunities.

Work to build linkages among training, courses, and degrees

• Work with local higher education institutions to ensure that CDA training is linked to academic credit; that course credits accumulate to degrees; and that credits or courses from two-year degrees can be used towards four-year degrees.

Create supports so that staff can succeed in earning degrees

• Ensure that all staff members are informed about opportunities to apply for Federal Student Aid and other forms of financial assistance. Information and application forms for Federal Student Aid, including Pell Grants and the Perkins Loan Program, may be obtained by calling 1-800-433-3243.
• Organize support networks for students pursuing degrees so that they assist each other academically and personally.
• If no local higher education programs are available, consider distance learning degree programs.
• Recognize, in visible and creative ways, staff who make progress in earning degrees.

Develop partnerships with higher education institutions and other Head Start and early childhood programs to improve opportunities for staff to earn degrees

• Meet with local colleges and universities to discuss new partnership opportunities.
• Focus on goals such as establishing new courses or degree programs, making training accessible through on-site classes or other means, devising strategies to help staff succeed in general education courses, and providing degree opportunities for Head Start parents.
• Explore the use of work-study students to work with Head Start as community service placements. This could allow Head Start teaching staff time to attend classes.
• Convene other local early childhood and child care program managers to explore collaborative efforts to expand training, career opportunities, access to college degrees, compensation, and public recognition for staff who work with young children.
• Take advantage of opportunities to join forces with other Head Start and early childhood programs to create a larger group of potential students and revenue for higher education courses and programs.
• Use state Head Start Associations, Collaboration Offices, Quality Improvement Centers and existing early childhood career development initiatives to negotiate for resources and higher education degree programs at the state level.

With increased funding, a working plan, and a lot of encouragement and support, every member of the Head Start team will be able to meet the challenge of obtaining a college degree. Head Start cannot do it alone, but with continued cooperation and collaboration between the early childhood and higher education communities, the 2003 goal is definitely within our reach!

Deitra L. Nealy-Shane was a 2000-2001 Head Start Fellow with the Head Start Bureau in Washington, D.C