Introduction

Sofia Baiker, a third-year student at Northeastern University, sought her first cooperative education (co-op) experience to enhance her skills and build on her previous experiences. Utilizing NUworks, Northeastern’s online platform connecting students with co-ops, internships, and jobs, she secured a position with Ellis Early Learning, a nonprofit organization dedicated to providing high-quality early childhood education in Boston.

Ellis Early Learning’s Mission and Model

Established in 1885, Ellis Early Learning serves over 300 children annually, aged from 4 weeks to 5 years, across 22 classrooms and three locations. The organization primarily supports children from income-constrained families, many of whom receive government subsidies for childcare. Approximately 11% of these families experience homelessness, and many children are in foster care. About one-third of families pay full tuition.

Ellis Early Learning’s approach aligns with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). Research cited by CEO Lauren Cook highlights that children attending high-quality, mixed-income, and racially diverse programs achieve higher academic gains and develop greater empathy, supporting inclusive and equitable education for all.

Co-op Partnership Strengthens Workforce

The partnership between Ellis Early Learning and Northeastern University’s co-op program has significantly strengthened Ellis’s workforce. Early childhood education is often leanly staffed, and the involvement of dedicated, passionate college students has been transformative. This collaboration supports SDG 8 (Decent Work and Economic Growth) by fostering meaningful employment opportunities for students and enhancing workforce capacity in the education sector.

Ellis has hosted Northeastern students for service-learning courses for many years and began hiring co-op students three years ago, integrating them as essential team members.

Student Engagement and Roles

Co-op students at Ellis are treated as full team members, given substantive responsibilities, and encouraged to make impactful contributions. The organization offers three primary co-op roles:

1. Nonprofit Generalist
2. Development and Fundraising Co-op
3. Program Specialist

Key candidate qualities include a genuine love of children, strong writing skills, and the ability to build relationships with teachers and parents. The demanding environment also requires resilience and a strong immune system, especially during cold and flu seasons.

Fundraising and Communications Role

Baiker’s co-op focused on fundraising and communications, supporting one of Ellis’s three main revenue streams alongside government funding and tuition. Her responsibilities included:

• Writing fundraising letters
• Researching potential donors
• Preparing for meetings
• Assisting with event planning
• Managing social media outreach

This role contributes to SDG 17 (Partnerships for the Goals) by strengthening resource mobilization for sustainable education programs.

Highlight: The Spring Fundraiser

Baiker’s favorite project was planning the spring fundraising social event. She found the process rewarding, from creating the event vision to witnessing its successful execution. Additionally, she valued time spent in classrooms interacting with children, which enriched her understanding of early childhood education and strengthened her communication content.

Impact on Students and Community

According to CEO Lauren Cook, co-op students like Baiker demonstrate a “can-do attitude” and willingness to contribute meaningfully. Beyond gaining job experience, students develop empathy for families facing hardship, respect for early educators, and a strong work ethic. This experience supports SDG 3 (Good Health and Well-being) by fostering compassionate care and SDG 4 by promoting quality education and lifelong learning.

Working with children who have trauma-driven needs requires patience, compassion, and engagement, preparing students for future roles in education and social services.

Learning the Value of Early Childhood Education

Co-op students leave with a deeper appreciation of early childhood education’s critical role in supporting children, families, society, and the economy. This awareness aligns with SDG 4’s emphasis on inclusive and equitable quality education and lifelong learning opportunities for all.

Baiker reflects on her experience as unexpectedly enriching and encourages others to embrace diverse co-op opportunities for personal and professional growth.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on early childhood education provided by Ellis Early Learning, emphasizing high-quality, mixed-income programs and the importance of early education for children’s development.
2. SDG 1: No Poverty
   • Many children served come from income-constrained families receiving government subsidies, and some families experience homelessness, highlighting poverty-related challenges.
3. SDG 8: Decent Work and Economic Growth
   • The partnership with Northeastern University’s co-op program strengthens workforce development in early childhood education, a leanly staffed field.
4. SDG 10: Reduced Inequalities
   • Ellis Early Learning promotes racially diverse and mixed-income classrooms, fostering empathy and reducing prejudice among children.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.
2. SDG 1: No Poverty
   • Target 1.2: Reduce at least by half the proportion of men, women and children living in poverty in all its dimensions according to national definitions.
3. SDG 8: Decent Work and Economic Growth
   • Target 8.6: Promote youth employment, education, and training.
4. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 4 Indicators
   • Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being (implied through the focus on high-quality early childhood education and mixed-income classrooms).
   • Enrollment rates in pre-primary education (implied by Ellis serving over 300 children aged 4 weeks to 5 years).
2. SDG 1 Indicators
   • Proportion of population living below the national poverty line (implied by the mention of income-constrained families and homelessness).
3. SDG 8 Indicators
   • Proportion of youth (aged 15-24 years) not in education, employment or training (implied by the co-op program providing employment and training opportunities for students).
4. SDG 10 Indicators
   • Measures of social inclusion and diversity in educational settings (implied by the emphasis on racially diverse and mixed-income classrooms).

4. Table of SDGs, Targets and Indicators

Source: news.northeastern.edu