At White House, governor highlights New Mexico’s early childhood education improvements
At White House, governor highlights New Mexico's early childhood ... New Mexico Political Report
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Expansion of Pre-K Programs Announced at White House
During a keynote address at the White House on Wednesday, Governor Michelle Lujan Grisham announced an expansion of Pre-K programs with funding from the state’s land grant permanent fund’s additional distribution of 1.5 percent.
Importance of Early Childhood Education and Childcare
Lujan Grisham spoke during an event called White House States Convening on Child Care, where she emphasized the significance of early childhood education and childcare. She stated that the state would allocate $100 million to increase the number of children served by over 3,000, with the ultimate goal of achieving universal early childcare.
- Lujan Grisham aims to provide high-quality access to early childcare education for every three- and four-year-old, regardless of their location.
Allocation of Funds
New Mexico Early Childhood Education and Care Department (ECECD) Elizabeth Groginsky explained that the $100 million is part of the $140 million appropriated by the legislature to the ECECD from the Land Grant Permanent Fund for Fiscal Year 2024. This additional distribution was approved by voters through a constitutional amendment.
- The funds will be used for:
- Better compensation for early childcare workers
- Increased instructional hours for children
- Expansion of the number of children served
Addressing Challenges and Building Childcare Infrastructure
Lujan Grisham acknowledged that New Mexico faces challenges, including early childcare deserts where access to childcare is limited. However, she expressed her determination to address this issue.
Groginsky mentioned that the ECECD has created $11 million in grants, in partnership with the New Mexico Finance Authority, to support the construction of childcare centers, particularly in rural areas. This initiative is projected to add 2,000 more spaces for children across the state.
- The department is focusing on:
- Targeting areas with limited childcare availability
- Exploring partnerships with local school districts to license school buildings for early childcare centers
- Engaging with businesses interested in incorporating childcare into their planning process
Reimbursement Rates and Affordability
Groginsky highlighted that the department now bases its reimbursement rates to early childcare centers on the true cost of care. For example, the cost of an infant in a five-star program is $1,900 per month for eligible families. However, this cost exceeds what most families can afford.
Federal Relief and Tax Credits
Lujan Grisham mentioned the federal relief money utilized for early childcare and education. The federal government provided child tax credits of $3,000 per child for ages six to 17 and $3,600 per child for those under six years old. Although the federal government did not extend the child tax credit, the state passed a tax omnibus bill that provides a state tax credit for families with children.
- The state tax credit is:
- $600 annually per child for families earning less than $25,000 annually
- $400 per child for households earning between $25,000 and $50,000
- $200 per child for families earning $50,000 to $75,000 per year
Supporting Rural Communities and Women-Owned Businesses
Groginsky emphasized that home-based businesses often provide the best options for early childcare in rural communities. By providing the true cost of care, the state is creating an incentive for individuals to establish viable childcare businesses. Many of these small businesses are owned and operated by women.
The ECECD is actively promoting the expansion of early childcare in childcare deserts through grants, policy changes, and technical support. The department is also forming coalitions across 12 counties to encourage the development of early childcare facilities.
Recognition of Early Childcare Workers
Lujan Grisham highlighted the importance of recognizing early childcare workers as professionals who make a difference in children’s development. Under her administration, these workers have received a 30 percent increase in salary. Lujan Grisham aspires for early childcare workers to receive salaries comparable to K-12 educators.
Land Grant Permanent Fund and Tribal Support
Lujan Grisham provided a brief history of the advocacy efforts that led to changes in the distribution of the Land Grant Permanent Fund and the establishment of the Early Childhood Trust Fund in 2020. The Early Childhood Trust Fund, which provides funding to the ECECD, is expected to reach $7 billion by 2026.
Lujan Grisham also acknowledged the state’s support for childcare centers built by tribes and pueblos to preserve Native languages and cultural customs.
First Lady Jill Biden’s Perspective
First Lady Jill Biden spoke after Lujan Grisham and emphasized that expanding early childcare education is crucial for strengthening the workforce. She highlighted the importance of providing parents with the ability to pursue their dreams while knowing their children are safe.
SDGs, Targets, and Indicators
-
SDG 4: Quality Education
- Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education.
- Indicator: Number of children enrolled in pre-primary education programs.
-
SDG 1: No Poverty
- Target 1.2: By 2030, reduce at least by half the proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions.
- Indicator: Proportion of population living below the national poverty line.
-
SDG 5: Gender Equality
- Target 5.4: Recognize and value unpaid care and domestic work through the provision of public services, infrastructure, and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate.
- Indicator: Proportion of time spent on unpaid domestic and care work.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education. | Number of children enrolled in pre-primary education programs. |
| SDG 1: No Poverty | Target 1.2: By 2030, reduce at least by half the proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions. | Proportion of population living below the national poverty line. |
| SDG 5: Gender Equality | Target 5.4: Recognize and value unpaid care and domestic work through the provision of public services, infrastructure, and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate. | Proportion of time spent on unpaid domestic and care work. |
Analysis
The issues highlighted in the article are connected to multiple Sustainable Development Goals (SDGs). The main SDG addressed is SDG 4: Quality Education, specifically Target 4.2, which aims to ensure access to quality early childhood development, care, and pre-primary education for all children. The article discusses the expansion of Pre-K programs and the goal of universal early childcare in New Mexico, indicating efforts to improve access to quality education for young children.
Additionally, the article touches on SDG 1: No Poverty, particularly Target 1.2, which focuses on reducing poverty in all its dimensions. The article mentions the significant poverty in New Mexico and highlights the state’s efforts to provide financial support for early childcare workers and families through federal relief money and tax credits. The proportion of the population living below the national poverty line is an indicator that can be used to measure progress towards this target.
Furthermore, the article relates to SDG 5: Gender Equality, specifically Target 5.4, which aims to recognize and value unpaid care and domestic work. The article discusses the role of early childcare workers, many of whom are women, and emphasizes the need to treat them as professionals. The proportion of time spent on unpaid domestic and care work can serve as an indicator to measure progress towards this target.
In conclusion, the article highlights the connection between early childhood education, poverty reduction, and gender equality. Efforts to expand pre-primary education programs, improve compensation for early childcare workers, and address childcare deserts contribute to the achievement of SDGs 4, 1, and 5.
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Source: nmpoliticalreport.com
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