BUILD’s QRIS Diversity and Equity Project Eva Marie Shivers, J.D., Ph.D. Indigo Cultural Center

1. Lessons Learned from: BUILD’s QRIS Diversity and Equity ProjectEva Marie Shivers, J.D., Ph.D.Indigo Cultural Center

2. Background Research • Disparities for minority children begin prior to school entry with some evidence it starts as early as 9 months • Social and family disparities exist at birth and continue throughout childhood • Minority children are likely to be in low quality care and experiences less stimulating interactions, regardless of income • Important to focus on early care and education environment and system which further exacerbate disparities and inequities and poor child outcomes

3. Call to Action • Round 1 ELC – RTTT application process ignited interest • Highlighted importance of promoting school readiness for children with “high needs” • BUILD convened stakeholders to discuss a national agenda for diversity and equity in early childhood systems • BUILD released an RFP for states that wanted diversity and equity TA for their system-building efforts

4. Major Premises of the QRIS Diversity & Equity Project • Majority of state early childhood systems were not adequately addressing the needs of children from diverse background • Most states would stand to gain from incorporating an explicit and intentional emphasis on equity and diversity within early childhood systems building • National experts on content and process could help states begin the process

5. QRIS Diversity &Equity ProjectComponents • Funded by W.K. Kellogg Foundation • Train-the-Trainerprogram on race and language – 15 states participated • Learning Table – 8 states participated • Customized TA – 7 states participated

6. Summary of Integrated Findings • Integrated TA approaches were much more successful • The developmental stage of a state’s QRIS and the political context for embracing equity and diversity principles were often predictors of how much progress a state was able to make

7. Findings – What Changed? • Broadened EC stakeholders – more inclusive • Enhanced political context – more discussion and action on diversity and equity • Adopted principles; common language; common definitions; shared vision • Revisions in QRIS standards and indicators; competencies and frameworks • Developed resource materials to go along with revisions

8. Discussion Challenges and barriers: • perception of not having enough time • equity and diversity focus has not fully integrated all aspects of systems building work • tendency to see this work as an “add-on” as opposed to central to achieving mission

9. Discussion cont’d Emergence and evolution of the next phase for equity and diversity TA • Training for early childhood Technical Assistance Providers (coaches/consultants/trainers) • Tools for directors • Tools for teachers

10. Who is being left behind? Participation and engagement of ALL (each and every) child in system enhancements • Family engagement – broadly defined: • System-building conversations • Leadership development • Culturally responsive programs • More diversity among TA Providers • Inclusion of Family, Friend and Neighbor Care in systems-building efforts

11. Next Steps • Finalizing an on-line tool kit available to states later this year (2013) • Working with Child Trends and the Child and Family Policy Center (Bruner & Stover-Wright) to synthesize and disseminate more research on diversity and equity in EC system building • Seeking funding for another round of TA to state teams on diversity and equity in EC system building