Cost of Quality Childcare Survey Analysis - … of Quality Childcare Survey Analysis ... 2 From an initial 732 items. 3 ... classifications provided by the Building Owners and Managers

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MARKET EVALUATION SURVEYING DATA ANALYSIS BENCHMARKING LITERATURE REVIEW

Cost of Quality Childcare Survey Analysis

Prepared for the Massachusetts Department of Early Education and Care In the following pages, Hanover Research presents a detailed analysis of the responses provided to the Cost of Quality Childcare Survey, conducted on behalf of the Massachusetts Department of Early Education and Care. The survey covered the topics of staff salaries and benefits, professional development, occupancy costs, curriculum and assessment, classroom materials, and other expenses related to childcare.

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HANOVER RESEARCH FEBRUARY 2012

© 2012 Hanover Research – District Administration Practice

Overview

In the following pages, Hanover Research presents a detailed analysis of the responses provided to the Cost of Quality Childcare Survey, conducted on behalf of the Massachusetts Department of Early Education and Care. The survey covered the topics of staff salaries and benefits, professional development, occupancy costs, curriculum and assessment, classroom materials, and other expenses related to childcare. After removing all duplicates, incomplete responses,1 and Family Child Care Systems (considered invalid for the purposes of this survey), we were left with a total of 379 respondents2 and an overall response rate of 22.8 percent). The majority of the survey questions solicited a write-in response; therefore, some of the responses needed to be edited to be used in our analysis. All responses of “0” were omitted from the analyses. All ranges of responses were averaged (for example, “35-40” became 37.5) and non-numeric responses were either removed or converted to their corresponding value. Finally, we also removed any invalid responses (for example, responses of more than 365 if the question asked for the number of days each year) or extreme outliers (for example, an hourly wage of $200 that suggests the respondent reported the total amount for all employees in that position). While there was no specific methodology for removing invalid or deviant responses, we generally attempted to remove only responses that seemed implausible based on other data provided. For each survey item, we provided group-level trends on the responses provided. The specific elements presented for each survey item are explained in the table below. In our analysis, when we describe the typical range of responses for a given questionnaire item, we are describing the distribution of the middle 50 percent of responses, which falls between the 1st quartile and the 3rd quartile.

Explanation of Terms

Category

Count The number of non-zero responses provided for the given item

Mean The sum of all values provided divided by the number of non-

zero responses provided

Minimum The lowest non-zero response provided

1st Quartile The cutoff of the lowest 25 percent of responses

Median The middle value of the responses provided

3rd Quartile The cutoff of the highest 25 percent of responses

Maximum The greatest response provided

1 A response was determined to be complete if at least one field of financial data was entered. 2 From an initial 732 items.

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The figure on the following page illustrates the breakdown of facility classifications of the survey respondents. As shown, over half of respondents represented a center-based or school-based program, while a comparatively small proportion represented an after-school or out-of school time program.

Facility Classifications

n=374

The next figure shows the breakdown of enrollment for each age group. Programs enrolling infants typically enrolled between one and 10 children, while it was considerably more common for programs directed at toddlers and preschool-aged children to enroll 11 or more children.

Number of FTE Children Enrolled

After-School or Out of

School Time Program

7%

Center-Based or School-

Based Program

57%

Family Child Care

Program 36%

58

4 24

124

136

69

27

66

28

3

132 53

Infants (0-15 months) Toddlers/Preschool (older than 15months up to 5 years)

School-Age (older than 5 years)

1 child 2-10 children 11-30 children More than 30 children

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The next table shows that toddler/preschool programs were the most common, with 338 respondents enrolling this age group in their program. The average enrollments across all respondents for toddler/preschool programs and school-age programs were quite high, at 35.8 and 40.4, respectively.

Group Data on Number of Children Enrolled

Infants (0-15

months) Toddlers/Preschool (older

than 15 months up to 5 years) School-Age (older

than 5 years)

Count 212 338 174

Mean 5.53 35.79 40.37

Minimum 0.2 1 1

1st Quartile 1 5 2

Median 3 19 8.5

3rd Quartile 7 47 42

Maximum 57 751 800

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Executive Summary

The report is organized around the six primary sections of the survey. More than half of respondents (57 percent) represented a center-based or school-based program, while 36 percent represented family child care programs and 7 percent represented after-school or out of school time programs. Overall, central city-based facilities tended to have the highest expenses, while costs were considerably lower among facilities located in towns, suburbs, and rural areas. There were no consistent trends in spending among the three program classification categories, though in many cases, budgets appeared to be lower among family child care programs and higher among after-school or out of school time programs and center-based or school-based programs. In many instances, the group mean for a given survey item was considerably higher than the group median. In general, this suggests that a small subset of very high values impacted the group average, while the majority of respondent values were clustered around a smaller value. Section I. Staff Salaries and Benefits For the director and assistant director positions, a strong majority of respondents employ just one staff member. Conversely, half of respondents indicated that between two and 11 staff members are employed in the teacher position, with a group average of approximately nine teachers on staff. Directors, assistant directors, and teachers were most likely to work full time (40 hours per week) or close to it, while assistant teachers, classroom support, and administrative support typically appeared to work on a part-time basis. Respondents reported higher average hourly wages for administrative support and directors, followed by classroom support and assistant directors. Similarly, the highest average annual salaries, as demonstrated by the group mean and median, were observed among directors and administrative support. Responses varied for the average number of days substitutes were used: the group median was 20, while the group average was 54. Conversely, over half of respondents indicated that the average cost of a substitute for one day of work was between $50 and $96, with a group median and mean of $72 and $78, respectively. Teachers and directors were the most likely to receive all three types of benefits (healthcare, unemployment insurance, and fringe), and healthcare benefits tended to be the most common benefits received across the board. The highest average amounts were spent on healthcare benefits for teachers, fringe benefits for classroom

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support, and fringe benefits for teachers. Overall, unemployment insurance benefits had the lowest average annual amounts across all position categories. Section II. Professional Development Teachers and directors were the most likely to benefit from spending on professional development courses and/or programs. The group means are considerably higher than the group medians, suggesting that there were several high values provided. Overall, spending on professional development courses and/or programs appears to be highest for classroom support staff and teachers. Teachers and directors were also the most likely to benefit from spending on professional development materials. On average, teachers received the highest average amounts of spending on professional development materials, while the values were generally comparable across the other four direct service positions. Of the five additional spending categories related to professional development, the most common type of professional development for which spending was reported was “professional development for licensing requirements,” while the highest group mean was for “college-level courses.” When asked to indicate how much their facility spends each year on instructors hired to teach professional development courses, half of the 114 respondents who answered this question provided a response of between $300 and $1,875, with a group mean of $2,393. When asked how much their facility spends each year on staffing costs associated with covering staff who are participating in professional development courses or programs, half of the 97 respondents reported spending between $300 and $2,000 for these staffing costs, with a group mean of $1,819. When asked to report how many hours are available in professional development release time each year for direct service staff, all positions received roughly similar amounts of release time, with classroom support staff and teachers receiving a few more days for professional development, on average Section III. Occupancy Costs When asked to indicate the quality of their space based on the following classifications provided by the Building Owners and Managers Association, nearly two-thirds of respondents (63.9 percent) identified with Class B, while 20.2 percent and 16 percent of respondents selected Class A and Class C, respectively. In describing the geographic location of their facility, the most common response was “town” (42.9 percent of respondents), followed by “central city” at 29.1 percent.

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Over half of respondents (59.1 percent) indicated that they own their property, while 23.3 percent and 17.6 percent of respondents lease or rent their facility, respectively. Lessees and renters had higher mean values for utilities than owners, at $18,547 and $17,884 in annual costs, respectively. Renters had the highest mean value ($4,878) for spending on classroom play spaces or environments, while owners had the lowest mean value ($2,983). The most common item (23.3 percent of respondents) to be subsidized or donated to lessees was repair, renovation, and maintenance services. Conversely, rent and repair, renovation, and maintenance services were subsidized or donated to nearly one-fifth of renters. Section IV. Curriculum and Assessment This section reviews questions relating to curriculum and assessment, including monetary costs and hours dedicated to planning and test administration. Typical spending was considerably higher for curriculum materials than for assessment tools, and the group mean for curriculum materials was more than double the group mean for assessment tools ($4,502 compared to $1,996). Directors, assistant directors, and teachers all dedicate approximately the same amount of time to curriculum preparation (average of around eight hours each week) while assistant teachers devote an average of 5.3 hours each week. When asked to report how many hours direct service staff members devote each week to administering and scoring student assessments, the mean value for assistant directors was highest at 5.3 hours each week, followed by teachers (5.1 hours) and directors (4.8 hours). Section V. Classroom Materials When asked to report how much their facility spends each year on several types of classroom expenses, art materials received the highest group mean spending amount ($1,288), followed by materials to support language and literacy ($932) and materials for gross motor development ($848). Interestingly, the group medians for all classroom expenses (excluding art materials) were between $173 and $250, indicating that the middle ranges of values for all expenses were somewhat similar. When asked to indicate the percentage of the classroom materials from the previous question that were purchased used or second-hand, over half of respondents purchased less than 10 percent of these classroom materials second-hand or used. Childcare providers that purchased more than 75 percent of these items second-hand or used constituted just 6 percent of the sample.

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Among the three materials related to personal care routines, annual spending on cots and bedding typically ranged from $100 to $500, with a group average of $891, making it the least costly material related to personal care routines. Toileting and diapering was the most expensive, with half of respondents indicating that their facility spent between $150 and $1,000, and a group average of $1,563. The most costly food-related expense appeared to be for staff to provide food, which had a group average of $20,323. Although just 65 respondents indicated that this expense was applicable, half of those respondents reported paying between $2,000 and $20,462. Snacks were the least costly food-related expense, which cost half of respondents between $1,000 and $5,000 and had a group average of $4,950. A total of 148 respondents indicated that they receive a food allowance from the Child and Adult Care Food Program (CACFP), which amounts to 56 percent of respondents who answered this question. This amount typically ranged from $300 to $23,250, and the group average of $26,749 suggests that there were several facilities receiving very large amounts from CACFP. Although budgets for office supplies appeared to be somewhat higher than the three types of computer-related expenses overall (based on the upper boundary of the mid-50 percent of responses), the group average for IT support ($20,093) is by far the highest of the four, most likely because of several facilities budgeting very large amounts of funding for this expense. Over half of respondents employ a janitor or contract with a janitorial service (132 versus 129). Facilities that use a janitor or janitorial service budget a considerably higher amount for these services (mean of $18,339) than facilities without janitorial services spend on cleaning supplies (mean of $841). Among facilities that do not employ a janitor or contract with a janitorial service, directors and teachers were most likely to perform any cleaning-related duties. Interestingly, all four direct service positions typically spent the same amount of time performing these duties: across all job categories, the middle-50 percent of responses were in approximately the same range. The group means, however, indicated that teachers and directors may have spent more time performing cleaning-related duties (means of 209 and 236 hours, respectively, versus 183 hours for assistant teachers and 151 hours for assistant directors). Section VI. Other Expenses Among seven miscellaneous expenses, the widest middle 50-percent ranges of values were provided for transportation and administrative office supports, and the highest group means were for administrative office supports, transportation, and licensing fees.

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Of the four types of spending related to parent outreach and involvement, the highest group median value was for parent nights ($400), while the highest group mean was for home visits ($3,300).

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Section I: Staff Salaries and Benefits

In this section, we review questionnaire items relating to staff salaries and benefits. First, respondents were asked to report how many direct service staff members their facility employs in each of six positions: Director, Assistant Director, Teacher, Teacher Assistant/Aide, Classroom Support (e.g., social workers, nurses, etc.), and Administrative Support (e.g., executive directors, HR representatives, etc.). Table 1.1 demonstrates the trends in the number of staff employed in each position. For the director and assistant director positions, a strong majority of respondents employ just one staff member. Conversely, half of respondents indicated that between two and 11 staff members are employed in the teacher position, with a group average of approximately nine teachers on staff.

Table 1.1: Number of Direct Service Staff by Position

Director Assistant Director

Teacher Assistant Teacher

Classroom Support

Administrative Support

Count 295 121 297 237 65 120

Mean 1.69 1.21 8.83 4.20 3.88 2.68

Minimum 1 1 1 1 1 0.5

1st Quartile 1 1 2 1 1 1

Median 1 1 6 2 2 2

3rd Quartile 1 1 11 4 4 3

Maximum 150 4 80 78 30 15

Next, respondents were asked to report the average number of hours per week worked by staff members in each of the six positions. For this item, we removed invalid responses of over 100 hours. Directors, assistant directors, and teachers were most likely to work full time (40 hours per week) or close to it, while assistant teachers, classroom support, and administrative support typically appeared to work on a part-time basis.

Table 1.2: Average Hours Worked Per Week



Classroom Support


Count 292 120 291 232 61 113

Mean 42.12 35.89 36.35 25.94 24.57 33.07

Minimum 1 2 1 1 0.25 1

1st Quartile 40 35 31.75 16 8 30

Median 40 40 40 25 30 37.5

3rd Quartile 50 40 40 35.06 40 40

Maximum 75 55 100 100 42 80

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Next, respondents were asked to indicate the average hourly wage or annual salary for direct service staff members in each of the six positions. For this item, outlier responses of over $200/hour were removed.

Table 1.3: Average Hourly Wage



Classroom Support


Count 130 72 215 186 38 65

Mean $20.78 $17.06 $13.33 $10.12 $18.28 $22.32

Minimum $3 $8 $3 $7 $9 $9

1st Quartile $16 $14 $11 $9 $13 $15

Median $20 $16 $13 $10 $15 $20

3rd Quartile $25 $19 $15 $11 $20 $28

Maximum $50 $42 $33 $19 $75 $50

Figure 1.1 illustrates the mean and median values of the average hourly wages reported for each position. As shown, respondents reported higher average hourly wages for administrative support and directors, followed by classroom support and assistant directors.

Figure 1.1: Mean and Median Average Hourly Wage

Likewise, Table 1.4 demonstrates the average annual salaries reported by respondents. For this item, outlier responses of less than $1,000 were removed.

$21

$17

$13

$10

$18

$22 $20

$16

$13

$10

$15

$20

Director AssistantDirector

Teacher AssistantTeacher

ClassroomSupport

AdministrativeSupport

Mean Median

12



Table 1.4: Average Annual Salary



Classroom Support


Count 184 64 126 70 26 58

Mean $48,490 $37,131 $30,767 $16,791 $29,513 $46,587

Minimum $7,000 $5,000 $4,000 $1,750 $1,500 $2,000

1st Quartile $35,750 $30,000 $22,220 $10,670 $25,254 $31,569

Median $42,000 $35,480 $27,632 $16,564 $33,000 $47,500

3rd Quartile $53,500 $42,004 $33,750 $21,882 $37,322 $60,975

Maximum $590,300 $90,000 $270,000 $86,505 $45,000 $100,000

Once again, the highest average salaries, as demonstrated by the group mean and median, were observed among directors and administrative support. These trends are illustrated in Figure 1.2.

Figure 1.2: Mean and Median Average Annual Salary

Respondents were then asked to report the average number of days substitute teachers were used within the child care center over the past year. For this item, invalid responses of more than 365 days were removed. Respondents were then asked to report the average cost of a substitute for one day of work. The group trends for both items are shown in Table 1.5. Responses varied for the average number of days substitutes were used: the group median was 20, while the group average was 54. Conversely, over half of respondents indicated that the average cost of a substitute for one day of work was between $50 and $96, with a group median and mean of $72 and $78, respectively.

$48,490

$37,131

$30,767

$16,791

$29,513

$46,587 $42,000

$35,480

$27,632

$16,564

$33,000

$47,500


Teacher AssistantTeacher

ClassroomSupport


Mean Median

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Table 1.5: Substitute Teacher Use and Cost

Number of Days Substitutes

Were Used Average Cost of a Substitute

for One Day of Work

Count 201 216

Mean 54 $78

Minimum 1 $5

1st Quartile 5 $50

Median 20 $72

3rd Quartile 60 $96

Maximum 300 $688

The most common response with respect to the number of days substitute teachers were used was of 10 days or fewer (39 percent), followed by responses of more than 50 days (27 percent).

Figure 1.3: Number of Days Substitute Teachers Were Used

n=201

The next item asked respondents to report how much their child care center spends each year on supervision. This item received a wide range of responses, with the middle 50 percent of responses ranging from approximately $5,000 to $100,000. Due to the large proportion or respondents providing a value of over $100,000 (24 percent), the average amount reported among the group was $110,397. Outlier values of less than $100 were removed.

10 days or fewer 39%

11-20 days 16%

21 to 50 days 18%

More than 50 days

27%

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Table 1.6: Average Amount Spent on Supervision Annual Supervision Spending

Count 148

Mean $110,397

Minimum $100

1st Quartile $5,000

Median $34,000

3rd Quartile $100,000

Maximum $856,000

Figure 1.4: Distribution of Annual Supervision Spending

n=148

Next, respondents were asked a series of questions pertaining to various benefits. Question 8 asked which of the direct service staff members receive healthcare benefits, Question 10 asked which of the direct service staff positions receive unemployment insurance benefits, and Question 11 asked which of the direct service staff positions receive fringe benefits. Figure 1.5 illustrates the number of respondents that indicated that benefits are provided for each position. As shown, teachers and directors were the most likely to receive all three types of benefits, and healthcare benefits tended to be the most common benefits received across the board.

$5,000 or less 27%

$5,001-$20,000

15% $20,001-$50,000

16%

$50,001-$100,000

18%

More than $100,000

24%

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Figure 1.5: Benefits by Position

Respondents who answered any of these questions affirmatively were then prompted to clarify the average annual amount spent for each benefit for each relevant position. Figure 1.6 illustrates the average amounts provided for each benefit by position.

Figure 1.6: Average Annual Benefits Spending by Position

As shown in the figure above, the highest average amounts were spent on healthcare benefits for teachers, fringe benefits for classroom support, and fringe benefits for teachers. Overall, unemployment insurance benefits had the lowest average annual

155

81

160

72

40

85

117

61

127

88

35

65

133

68

141

87

35

69


Teacher TeacherAssistant/Aide

ClassroomSupport


Healthcare Benefits Unemployment Insurance Benefits Fringe Benefits

$8,193 $7,137

$30,025

$14,411

$18,325

$11,909

$2,463 $1,792

$7,158 $5,537

$6,564

$2,386

$6,911 $5,067

$22,657

$16,271

$25,479

$10,725


Teacher TeacherAssistant/Aide

ClassroomSupport


Healthcare Benefits Unemployment Insurance Benefits Fringe Benefits

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amounts across all position categories. The next few tables provide group trends for each of the three types of benefits. Table 1.7 demonstrates group trends for healthcare benefits provided to staff members in each position. For this item, outlier values of less than $50 were removed. Teachers had a very wide distribution of average healthcare benefits provided: half of respondents indicated that the average annual spending for healthcare benefits was between $5,511 and $41,000, with a median of $12,000. The mean of $30,025 suggests that there were several very high values provided.

Table 1.7: Healthcare Benefits



Classroom Support


Count 109 59 115 39 25 51

Mean $8,193 $7,137 $30,025 $14,411 $18,325 $11,909

Minimum $180 $334 $150 $500 $500 $1,000

1st Quartile $3,900 $4,088 $5,511 $4,151 $5,000 $3,884

Median $6,060 $6,000 $12,000 $7,500 $6,747 $8,000

3rd Quartile $9,348 $8,276 $41,000 $19,670 $19,549 $13,225

Maximum $50,000 $20,782 $178,933 $59,049 $71,030 $75,000

Question 9 asked respondents how much their facility spends each year on health consultation services for employees. Just 39 respondents indicated that these services were provided. Half of those respondents reported that these services amounted to between $445 and $5,750, while the group average was just under $8,000.

Table 1.8: Health Consultation Services for Employees

Cost of Health Consultation Services

Count 39

Mean $7,954

Minimum $50

1st Quartile $445

Median $1,000

3rd Quartile $5,750

Maximum $107,000

Next, Table 1.9 demonstrates group trends among unemployment insurance benefits awarded to direct service staff. Teachers, classroom support staff, and assistant teachers had relatively wide ranges of values provided as well as high mean values.

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Table 1.9: Unemployment Insurance Benefits



Classroom Support


Count 54 33 68 40 23 34

Mean $2,463 $1,792 $7,158 $5,537 $6,564 $2,386

Minimum $100 $166 $33 $47 $337 $200

1st Quartile $509 $537 $1,538 $575 $1,155 $860

Median $1,260 $1,000 $3,000 $2,048 $3,000 $1,318

3rd Quartile $2,628 $2,000 $10,314 $6,503 $11,014 $2,065

Maximum $20,000 $15,000 $35,692 $44,900 $30,000 $15,000

Similarly, spending on fringe benefits received a wide range of middle responses and an overall high group mean for classroom support, teachers, and assistant teachers.

Table 1.10: Fringe Benefits



Classroom Support


Count 89 44 94 50 21 45

Mean $6,911 $5,067 $22,657 $16,271 $25,479 $10,725

Minimum $16 $20 $15 $20 $1,000 $20

1st Quartile $1,500 $1,553 $1,508 $1,070 $5,940 $2,000

Median $5,000 $5,204 $5,000 $4,000 $19,547 $5,000

3rd Quartile $8,029 $6,594 $23,868 $10,750 $38,353 $13,145

Maximum $94,348 $20,000 $190,522 $306,928 $89,095 $70,692

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Section II: Professional Development

This section provides a discussion of questionnaire items pertaining to professional development. The first question asked respondents to report, on average, how much their facility spends each year on professional development courses and/or programs for each of five positions: director, assistant director, teacher, assistant teacher, and classroom support. For this item, outlier values of less than $20 or more than $100,000 were removed. As shown, teachers and directors were the most likely to benefit from spending on professional development courses and/or programs.

Table 2.1: Professional Development Courses and/or Programs Spending



Classroom Support

Count 201 72 204 110 29

Mean $815 $712 $1,911 $1,436 $2,140

Minimum $30 $25 $50 $20 $100

1st Quartile $150 $150 $250 $100 $300

Median $300 $475 $600 $300 $1,000

3rd Quartile $700 $699 $2,000 $1,000 $2,500

Maximum $20,000 $8,000 $20,000 $20,000 $10,000

As illustrated in Figure 2.1, the group means are considerably higher than the group medians, suggesting that there were several high values provided. Overall, spending on professional development courses and/or programs appears to be highest for classroom support staff and teachers. Figure 2.1: Professional Development Courses and/or Programs – Mean and

Median Spending

$815 $712

$1,911

$1,436

$2,140

$300 $475

$600

$300

$1,000

Director Assistant Director Teacher Assistant Teacher Classroom Support

Mean Median

19



Next, respondents were asked to report, on average, how much their facility spends each year on professional development materials for each position. For this item, outlier values of less than $20 or more than $100,000 were removed. Again, teachers and directors were the most likely to benefit from spending on professional development materials.

Table 2.2: Professional Development Materials Spending



Classroom Support

Count 132 41 138 66 16

Mean $343 $181 $785 $340 $387

Minimum $20 $25 $20 $20 $50

1st Quartile $100 $50 $150 $81 $100

Median $200 $100 $300 $200 $225

3rd Quartile $500 $200 $600 $476 $535

Maximum $2,000 $500 $20,000 $2,000 $1,000

Below, Figure 2.2 demonstrates that, on average, teachers received the highest average amounts of spending on professional development materials, while the values were generally comparable across the other four direct service positions. Figure 2.2: Professional Development Materials – Mean and Median Spending

The next question asked respondents to report, on average, how much their facility spends each year on each of five categories related to professional development:

College-level courses

Child Development Associate (CDA) credentialing

$343

$181

$785

$340 $387

$200

$100

$300

$200 $225


Mean Median

20



Professional development for licensing requirements

Accreditation

Quality Rating and Improvement System (QRIS) For this item, we removed any outliers of less than $20 or more than $100,000. As shown in Table 2.3, the most common type of professional development for which spending was reported was “professional development for licensing requirements,” while the highest group mean was for “college-level courses.”

Table 2.3: Spending on Other Types of Professional Development

College-

Level Courses

CDA Credentialing

Professional Development for Licensing Requirements

Accreditation QRIS

Count 99 45 191 79 113

Mean $2,021 $1,757 $1,212 $1,062 $1,292

Minimum $40 $50 $25 $25 $50

1st Quartile $500 $150 $190 $300 $200

Median $1,000 $350 $500 $600 $500

3rd Quartile $2,250 $1,500 $1,000 $1,000 $1,000

Maximum $12,000 $20,000 $20,500 $10,000 $12,000

Figure 2.3: Mean and Median Spending on Other Types of Professional

Development

Next, respondents were asked to indicate, on average, how much their facility spends each year on instructors hired to teach professional development courses. Half of the 114 respondents who answered this question provided a response of between

$2,021

$1,757

$1,212 $1,062

$1,292

$1,000

$350 $500

$600 $500

College-LevelCourses

CDA Credentialing ProfessionalDevelopment for

LicensingRequirements

Accreditation QRIS

Mean Median

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$300 and $1,875, with a group mean of $2,393. The next question asked respondents how much their facility spends each year on staffing costs associated with covering staff who are participating in professional development courses or programs. Half of the 97 respondents reported spending between $300 and $2,000 for these staffing costs, with a group mean of $1,819.

Table 2.4: Costs for Instructors and Staffing

Spending for Professional Development Instructors

Staffing Costs Associated with Covering Staff Participating in

Professional Development

Count 114 97

Mean $2,393 $1,819

Minimum $50 $10

1st Quartile $300 $300

Median $500 $750

3rd Quartile $1,875 $2,000

Maximum $107,000 $17,000

Finally, respondents were asked to report how many hours are available in professional development release time each year for direct service staff. For this item, invalid responses of over 365 were removed. As shown in Table 2.6, all positions received roughly similar amounts of release time, with classroom support staff and teachers receiving a few more days for professional development, on average.

Table 2.5: Release Time for Professional Development



Classroom Support

Count 151 68 146 82 25

Mean 26 21 29 23 32

Minimum 2 5 1 1 1

1st Quartile 16 15 12 10 16

Median 20 20 20 20 20

3rd Quartile 35 20 29 20 35

Maximum 104 52 250 236 208

22



Figure 2.4: Mean and Median Days of Release Time for Professional Development

26

21

29

23

32

20 20 20 20 20


Mean Median

23



Section III: Occupancy Costs

In this section, we review the responses provided to questions pertaining to occupancy costs. First, respondents were asked to indicate the quality of their space based on the following classifications provided by the Building Owners and Managers Association:

Class A: Class A buildings are the most prestigious buildings competing for premier office users with rents above average for the area. Buildings have high quality standard finishes, state of the art systems, exceptional accessibility and a definite market presence.

Class B: Class B buildings compete for a wide range of users with rents in the average range for the area. Building finishes are fair to good for the area. Building finishes are fair to good for the area and systems are adequate, but the building does not compete with Class A at the same price.

Class C: Class C buildings compete for tenants requiring functional space at rents below the average for the area.

As illustrated in Figure 3.1, nearly two-thirds of respondents (63.9 percent) identified with Class B, while 20.2 percent and 16 percent of respondents selected Class A and Class C, respectively.

Figure 3.1: Quality of Space

n=238

The next item asked respondents to choose the category that best describes the geographic location of their facility. The most common response was “town,” at 42.9 percent of respondents, followed by “central city” at 29.1 percent.

Class A 20%

Class B 64%

Class C 16%

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Figure 3.2: Geographic Location of Facility

n=296

Respondents were then asked to indicate if they own, rent, or lease their property, based on the following definitions:

Own: tenant is the sole owner of all facility properties

Rent: a short-term agreement with a landlord that can be changed or amended on a regular basis

Lease: a long-term contract with a landlord renting land and buildings to a tenant

Figure 3.3 demonstrates that over half of respondents (59.1 percent) indicated that they own their property, while 23.3 percent and 17.6 percent of respondents lease or rent their facility, respectively.

Figure 3.3: Tenure Status

n=296

Central City 29%

Rural 8%

Suburban 20%

Town 43%

Lease 23%

Own 59%

Rent 18%

25



Respondents were each asked one of two questions, depending on the tenure status reported in the previous question. Property owners were asked how much their facility budgets each year for large-scale maintenance projects such as heating or cooling system installation or construction of new rooms or additions. Meanwhile, property renters and lessees were asked how much their facility pays in rent each year. For this item, we removed any outlier values of less than $50. Next, all respondents were asked to report how much their facility typically spends on utilities each year. Again, we removed any outlier responses of less than $50. Respondents were then asked to report how much their facility budgets each year for the following types of general building upkeep:

Painting

New or replacement furniture

New or replacement equipment

New or replacement cooking supplies

Other small repairs and/or renovations

For this five-part item, we removed any outlier values of less than $10. Finally, respondents were asked to report how much their facility budgets each year for new or replacement classroom play spaces or environments. The group trends are shown in the tables that follow.

Table 3.1: Occupancy Costs for Property Owners

Large-Scale

Maintenance Projects Utilities

Classroom Play Spaces or Environments

Count 78 138 84

Mean $10,398 $14,170 $2,983

Minimum $50 $200 $50

1st Quartile $1,275 $3,000 $500

Median $3,000 $5,000 $1,000

3rd Quartile $10,000 $10,000 $2,125

Maximum $100,000 $228,900 $35,000

Table 3.2: Occupancy Costs for Property Renters

Rent Utilities Classroom Play Spaces or

Environments

Count 40 29 29

Mean $48,044 $17,884 $4,878

Minimum $1,000 $500 $100

1st Quartile $12,900 $2,000 $600

Median $18,600 $4,320 $1,000

3rd Quartile $36,000 $9,360 $3,000

Maximum $600,000 $300,000 $62,000

26



Table 3.3: Occupancy Costs for Property Lessees

Rent Utilities Classroom Play Spaces or

Environments

Count 51 51 44

Mean $70,044 $18,547 $3,771

Minimum $1,500 $300 $300

1st Quartile $20,000 $2,450 $1,000

Median $39,000 $8,000 $2,000

3rd Quartile $98,801 $19,437 $4,625

Maximum $368,000 $160,008 $21,113

Table 3.4: General Building Upkeep for Property Owners

Painting Furniture Equipment Cooking Supplies

Small Repairs & Renovations

Count 101 90 102 78 107

Mean $983 $1,292 $1,666 $729 $2,742

Minimum $10 $50 $50 $15 $100

1st Quartile $200 $213 $300 $100 $475

Median $350 $500 $500 $400 $800

3rd Quartile $1,000 $1,800 $2,000 $925 $2,000

Maximum $8,000 $7,500 $11,090 $5,000 $45,000

Table 3.5: General Building Upkeep for Property Renters



Count 22 26 29 17 34

Mean $3,735 $3,587 $3,531 $24,610 $3,553

Minimum $100 $100 $100 $25 $100

1st Quartile $250 $500 $500 $200 $300

Median $500 $1,100 $1,000 $300 $806

3rd Quartile $1,000 $2,000 $2,000 $600 $2,717

Maximum $61,500 $61,500 $61,500 $400,000 $61,500

Table 3.6: General Building Upkeep for Property Lessees



Count 42 42 50 26 51

Mean $1,370 $1,792 $2,381 $1,065 $3,631

Minimum $100 $100 $100 $100 $100

1st Quartile $300 $500 $500 $213 $1,000

Median $700 $1,250 $1,500 $425 $1,700

3rd Quartile $2,000 $2,375 $3,000 $1,375 $5,000

Maximum $6,000 $8,000 $20,000 $5,000 $30,000

27



Figure 3.4 compares mean and median spending on utilities across all three tenure groups. As shown, lessees and renters had higher mean values for utilities than owners, at $18,547 and $17,884 in annual costs, respectively.

Figure 3.4: Mean and Median Spending on Utilities

Mean and median spending on classroom play spaces or environments are illustrated in Figure 3.5. As shown, renters had the highest mean value for this type of spending, while owners had the lowest mean value.

Figure 3.5: Mean and Median Spending on Classroom Play Spaces or Environments

The next question asked renters and lessees if rent, utilities, or repair, renovation, and maintenance services were subsidized for or donated to their facility. Figure 3.6 demonstrates that the most common item (23.3 percent of respondents) to be subsidized or donated to lessees was repair, renovation, and maintenance services.

$14,170

$17,884 $18,547

$5,000 $4,320

$8,000

Owners Renters Lessees

Mean Median

$2,983

$4,878

$3,771

$1,000 $1,000

$2,000

Owners Renters Lessees

Mean Median

28



Conversely, rent and repair, renovation, and maintenance services were subsidized or donated to nearly one-fifth of renters.

Figure 3.6: Property Renters and Lessees with Subsidized Costs or Services3

3 Populations include 52 renters and 69 lessees

19.2%

17.3%

19.2%

14.5%

18.8%

23.2%

Rent Utilities Repair/Renovation/Maintenance Services

Renters Lessees

29



Section IV: Curriculum and Assessment

This section reviews questions relating to curriculum and assessment, including monetary costs and hours dedicated to planning and test administration. First, respondents were asked to report how much their facility spends each year on curriculum materials and assessment tools. For both items, outlier responses of less than $20 were removed. Group trends are outlined in Table 4.1. Typical spending was considerably higher for curriculum materials than for assessment tools, and the group mean for curriculum materials was more than double the group mean for assessment tools.

Table 4.1: Spending on Curriculum Materials and Assessment Tools Curriculum Materials Assessment Tools

Count 249 200

Mean $4,502 $1,996

Minimum $50 $20

1st Quartile $500 $195

Median $1,000 $325

3rd Quartile $3,500 $1,000

Maximum $230,000 $230,000

Next, respondents were asked to report how many hours various service staff members devote each week to curriculum preparation. For this item, outlier values of over 100 were removed. In general, it appears that directors, assistant directors, and teachers all dedicate approximately the same amount of time to curriculum preparation (average of around eight hours each week) while assistant teachers devote an average of 5.3 hours each week.

Table 4.2: Hours Devoted to Curriculum Preparation



Count 180 70 217 95

Mean 8.24 8.04 7.89 5.32

Minimum 1 1 1 0.5

1st Quartile 3 3 3 2

Median 5 5 5 5

3rd Quartile 10 10 10 5

Maximum 60 35 80 25

Likewise, respondents were asked to report how many hours direct service staff members devote each week to administering and scoring student assessments. Again, outlier values of over 100 were removed. Table 4.3 shows that the mean value

30



for assistant directors was highest at 5.3 hours each week, followed by teachers (5.1 hours) and directors (4.8 hours).

Table 4.3: Hours Devoted to Administering and Scoring Assessments



Count 113 49 174 55

Mean 4.78 5.31 5.06 3.26

Minimum 0.25 0.5 0.25 0.5

1st Quartile 1.5 2 2 1

Median 3 4 3 2

3rd Quartile 5 5 5 5

Maximum 40 38 75 20

31



Section V: Classroom Materials

This section reviews responses to a series of questions on the costs of various types of classroom materials. The first question asked respondents to report how much their facility spends each year on several types of classroom expenses:

Materials to support mathematical learning

Materials to support science learning

Materials to support language and literacy

Puzzles and games

Art materials

Materials related to dramatic play

Materials for music and movement

Materials for gross motor development

Materials for fine motor development

The group trends for this nine-part question are shown in Table 5.1

Table 5.1: Spending on Classroom Expenses

Math Science Language /Literacy

Puzzles /Games

Art Dramatic

Play Music/

Movement Gross Motor

Fine Motor

Count 222 218 219 219 225 216 214 212 215

Mean $764 $759 $932 $687 $1,288 $730 $716 $848 $745

Minimum $20 $20 $20 $20 $20 $20 $15 $15 $15

1st Quartile $100 $100 $100 $80 $200 $100 $96 $100 $100

Median $200 $200 $250 $180 $500 $200 $173 $250 $200

3rd Quartile $500 $400 $525 $325 $1,000 $406 $400 $500 $428

Maximum $70,000 $70,000 $70,000 $70,000 $70,000 $70,000 $70,000 $70,000 $70,000

Figure 5.1 demonstrates that art materials received the highest group mean spending amount, followed by materials to support language and literacy and materials for gross motor development. Interestingly, the group medians for all classroom expenses (excluding art materials) were between $173 and $250, indicating that the middle ranges of values for all expenses were somewhat similar.

32



Figure 5.1: Mean and Median Spending on Classroom Expenses

The next question asked respondents to indicate the percentage of the classroom materials from the previous question that were purchased used or second-hand. Respondents selected from five categories:

Less than 10%

10-24%

25-49%

50-75%

Greater than 75%

Figure 5.2 demonstrates that over half of respondents purchased less than 10 percent of these classroom materials second-hand or used. Childcare providers that purchased more than 75 percent of these items second-hand or used constituted just 6 percent of the sample.

Figure 5.2: Percentage of Classroom Materials Purchased Used or Second-Hand

n=254

$764 $759

$932

$687

$1,288

$730 $716 $848

$745

$200 $200 $250 $180

$500

$200 $173 $250 $200

Math Science Language/Literacy

Puzzles/Games

Art DramaticPlay

Music/Movement

GrossMotor

Fine Motor

Mean Median

<10% 54% 10-24%

16%

25-49% 13%

50-75% 11%

>75% 6%

33



Next, respondents were asked to report how much their facility spends each year on each of three materials related to personal care routines.

Cots/bedding

Toileting and diapering

Soaps and antibacterial hand washes

For this item, outlier responses of less than $10 were removed. Table 5.2 shows that annual spending on cots and bedding typically ranged from $100 to $500, with a group average of $891, making it the least costly material related to personal care routines. Toileting and diapering was the most expensive, with half of respondents indicating that their facility spent between $150 and $1,000, and a group average of $1,563.

Table 5.2: Spending on Materials Related to Personal Care Routines

Cots/Bedding Toileting and

Diapering Soaps and Antibacterial

Hand Washes

Count 162 188 229

Mean $891 $1,563 $1,086

Minimum $10 $25 $10

1st Quartile $100 $150 $100

Median $200 $400 $300

3rd Quartile $500 $1,000 $750

Maximum $70,000 $72,000 $72,000

Figure 5.3: Mean and Median Spending on Personal Care Routines

Respondents were then asked to indicate how much their facility spends each year on each of four food-related expenses:

$891

$1,563

$1,086

$200

$400 $300

Cots/Bedding Toileting and Diapering Soaps and Antibacterial HandWashes

Mean Median

34



Breakfast

Lunch

Snacks

Cost of staff to provide food

For this item, outlier responses of less than $50 were removed. The most costly food-related expense appeared to be for staff to provide food, which had a group average of $20,323. Although just 65 respondents indicated that this expense was applicable, half of those respondents reported paying between $2,000 and $20,462. Snacks were the least costly food-related expense, which cost half of respondents between $1,000 and $5,000 and had a group average of $4,950.

Table 5.3: Spending on Food-Related Expenses

Breakfast Lunch Snacks Cost of Staff to Provide Food

Count 137 140 211 65

Mean $7,541 $13,001 $4,950 $20,323

Minimum $200 $50 $50 $200

1st Quartile $1,500 $1,475 $1,000 $2,000

Median $3,000 $4,000 $2,184 $8,000

3rd Quartile $6,000 $10,065 $5,000 $20,462

Maximum $66,400 $121,884 $50,000 $177,396

Figure 5.4: Mean and Median Spending on Food-Related Expenses

Next, respondents were asked whether or not their facility receives a food allowance from the Child and Adult Care Food Program (CACFP). A total of 148 respondents indicated that they do receive a food allowance from CACFP, which amounts to 56 percent of respondents who answered this question.

$7,541

$13,001

$4,950

$20,323

$3,000 $4,000

$2,184

$8,000

Breakfast Lunch Snacks Cost of Staff to ProvideFood

Mean Median

35



Figure 5.5: Facilities Receiving a Food Allowance from CACFP

n=262

Respondents who answered affirmatively were then prompted to clarify the amount received from CACFP. Table 5.4 shows that this typically ranged from $300 to $23,250, and the group average of $26,749 suggests that there were several facilities receiving very large amounts from CACFP.

Table 5.4: Amount Received from CACFP Amount Received from CACFP

Count 128

Mean $26,749

Minimum $300

1st Quartile $3,000

Median $6,000

3rd Quartile $23,250

Maximum $335,694

The next question asked respondents how much their facility budgets each year for each of three computer-related expenses.

Computer hardware (i.e. computer monitors, towers, keyboards, mice, and laptops)

Computer software

Information technology (IT) support

The following question asked respondents to report how much their facility budgets each year for office supplies. For this and the previous item, outlier responses of less than $20 were removed. Group trends for all computer-related expenses and for office supplies are shown in the table below. Although budgets for office supplies appeared to be somewhat higher than the three types of computer-related expenses overall (based on the upper boundary of the mid-50 percent of responses), the group

Yes 56%

No 44%

36



average for IT support is by far the highest of the four, most likely because of several facilities budgeting very large amounts of funding for this expense.

Table 5.5: Spending on Computer-Related Expenses and Office Supplies

Computer Hardware

Computer Software

IT Support Office Supplies

Count 135 125 106 226

Mean $3,004 $2,272 $20,093 $4,066

Minimum $50 $20 $50 $50

1st Quartile $500 $125 $200 $463

Median $750 $300 $695 $1,000

3rd Quartile $1,850 $1,000 $1,500 $2,882

Maximum $215,000 $215,000 $1,683,012 $417,000

Figure 5.6: Mean and Median Spending on Computer-Related Expenses and

Office Supplies

Next, respondents were asked if their facility employs a janitor or contracts with a janitorial service. Slightly over half of respondents answered this question affirmatively (132 “yes” versus 129 “no”).

$3,004 $2,272

$20,093

$4,066

$750 $300 $695 $1,000

Computer Hardware Computer Software IT Support Office Supplies

Mean Median

37



Figure 5.7: Facilities Employing a Janitor or Contracting with a Janitorial Service

n=261

Respondents who reported that their facility does employ a janitor or does contract with a janitorial service were asked to indicate how much their facility budgets each year for janitorial services. Similarly, respondents who indicated that their facility does not employ a janitor or contract with a janitorial service were asked to indicate how much their facility spends each year on cleaning supplies. As shown in Table 5.6, facilities that use a janitor or janitorial service budget a considerably higher amount for these services than facilities without janitorial services spend on cleaning supplies.

Table 5.6: Spending on Janitorial Services or Cleaning Supplies

Amount Budgeted for Janitorial

Services No Janitorial Services: Amount

Spent on Cleaning Supplies

Count 110 102

Mean $18,339 $841

Minimum $20 $30

1st Quartile $4,000 $250

Median $10,000 $450

3rd Quartile $20,000 $700

Maximum $230,000 $9,500

Respondents who indicated that their facility does not employ a janitor or contract with a janitorial service were also asked to indicate how much time directors, assistant directors, teachers, and assistant teachers spend performing cleaning-related duties each year. For this item, outlier responses 2,000 or greater were removed. As shown in Table 5.7, directors and teachers were most likely to perform any cleaning-related duties. Interestingly, all four direct service positions typically spent the same amount of time performing these duties: across all job categories, the middle-50 percent of responses were in approximately the same range.

Yes 51%

No 49%

38



The group means, however, indicated that teachers and directors may have spent more time performing cleaning-related duties.

Table 5.7: Hours Spent Performing Cleaning-Related Duties



Count 76 17 67 32

Mean 236 151 209 183

Minimum 1 10 2 2

1st Quartile 50 46 50 36

Median 200 100 120 115

3rd Quartile 360 250 260 270

Maximum 780 500 1,000 780

Figure 5.8: Mean and Median Hours Spent Performing

Cleaning-Related Duties

236

151

209

183 200

100

120 115

Director Assistant Director Teacher Teacher Assistant/Aide

Mean Median

39



Section VI: Other Expenses

The final section asked respondents about spending patterns for various other expenses. First, respondents were asked how much their facility spends each year on each of seven expenses:

Advertising

Lawyers

Accountants

Insurance

Licensing Fees

Transportation

Administrative Office Supports

For this item, outlier values of less than $20 were removed. As shown in Table 6.1, the widest middle 50-percent ranges of values were provided for transportation and administrative office supports, and the highest group means were for administrative office supports, transportation, and licensing fees.

Table 6.1: Spending on Other Expenses

Advertising Lawyers Accountants Insurance Licensing

Fees Transportation

Administrative Office Supports

Count 154 35 152 208 204 92 64

Mean $4,255 $16,244 $7,332 $7,071 $26,151 $26,766 $42,562

Minimum $20 $50 $50 $250 $25 $60 $50

1st Quartile $213 $500 $338 $600 $100 $475 $650

Median $500 $1,000 $1,200 $2,450 $300 $2,400 $5,000

3rd Quartile $1,500 $2,000 $4,275 $6,500 $500 $18,500 $20,000

Maximum $420,000 $500,000 $600,000 $84,575 $5,211,000 $504,000 $1,500,000

Figure 6.1: Mean and Median Spending on Other Expenses

$4,255

$16,244

$7,332 $7,071

$26,151 $26,766

$42,562

$500 $1,000 $1,200 $2,450 $300

$2,400 $5,000

Advertising Lawyers Accountants Insurance Licensing Fees Transportation AdministrativeOffice

Supports

Mean Median

40



Next, respondents were asked to report how much their facility spends each year on four types of materials and activities related to parental outreach and involvement:

Newsletters

Parent nights

Written or verbal correspondence with parents

Home visits with parents

For all four items, outlier values of less than $10 were removed. As shown in Table 6.2 and Figure 6.2, the highest group median value was for parent nights ($400), while the highest group mean was for home visits ($3,300).

Table 6.2: Spending on Parent Outreach and Involvement

Newsletters Parent Nights Correspondence

with Parents Home Visits

Count 165 161 173 32

Mean $769 $1,246 $1,741 $3,330

Minimum $10 $20 $10 $20

1st Quartile $100 $200 $100 $100

Median $200 $400 $200 $225

3rd Quartile $400 $906 $500 $1,625

Maximum $69,000 $69,000 $85,647 $69,000

Figure 6.2: Mean and Median Spending on Parent Outreach and Involvement

$769

$1,246

$1,741

$3,330

$200 $400

$200 $225

Newsletters Parent Nights Correspondence withParents

Home Visits

Mean Median

41



Section VII: Summary Data and Cross Tabulations

In this section, we provide overall summary data for each section of the survey and cross-tabulate that summary data by facility classification (after-school or out of school time program, center-based or school-based, and family child care program) and geographic category (central city, rural, suburban, and town). Summary level data was obtained by calculating the sum of all relevant survey items. We highlight the highest values in each table using bold font and the lowest values with red font. First, Table 7.1 shows the overall group average hourly wage for each position. Some of the highest average hourly wages are observed for administrative support in central city locations and after-school programs ($24.30 and $24.04) as well as directors in town locations and center-based or school-based programs ($22.86 and $22.16). Some of the lowest average hourly wages were for assistant teachers in rural settings and family child care programs, as well as assistant directors in family child care programs.

Table 7.1: Average Hourly Wage by Position



Classroom Support

Admin. Support

After-School or Out of School Time Program

$19.81 $15.10 $11.58 $9.62 $15.50 $24.04

Center-Based or School-Based

$22.16 $17.83 $13.78 $10.33 $19.06 $22.16

Family Child Care Program

$16.14 $9.33 $12.67 $9.43 $10.85 $22.80

Central City $21.53 $18.06 $13.07 $10.51 $15.53 $24.30

Rural $18.42 $18.48 $12.13 $9.37 -- $19.30

Suburban $18.46 $15.38 $14.42 $10.72 $20.33 $18.89

Town $22.86 $17.08 $13.19 $9.95 $17.53 $21.51

Similarly, the group averages for annual salaries are shown in Table 7.2. Once again, we see that administrative support staff and directors are among the highest paid, most notably in after-school programs and family child care programs (administrative support), center-based or school-based programs (directors), and central city locations (highest for all positions).

42



Table 7.2: Average Annual Salary by Position



Classroom Support

Admin. Support


$43,317 $30,964 $19,469 $18,061 $24,980 $50,001


$51,129 $39,605 $30,373 $17,425 $32,161 $46,181


$39,869 $23,075 $34,200 $14,104 $8,508 $50,306

Central City $57,356 $40,496 $34,767 $20,178 $30,836 $51,804

Rural $43,920 $40,509 $31,438 -- -- $35,686

Suburban $44,780 $34,300 $33,250 $17,741 $2,500 $28,104

Town $45,013 $35,503 $26,218 $12,830 $1,500 $45,039

Figure 7.1 provides the group means for total spending on supervision for each program classification and geographic category. As shown, suburban-based facilities and center-based or school-based programs had the highest averages for total spending on supervision, while family child care programs had the lowest average.

Figure 7.1: Average Total Spending on Supervision

Next, Table 7.3 demonstrates the group averages for total benefits received. Each “total benefits” amount was obtained by adding all individually reported average annual amounts for each position; therefore, the total represents the total amount each facility spent on the given type of benefits each year. Of note, the “Total Health Benefits” category includes all health benefits paid to all positions in addition to health consultation services for employees.

$63,552

$142,083

$19,729

$76,531 $54,600

$193,219

$106,731

After-Schoolor Out of

School TimeProgram

Center-Basedor School-

BasedProgram

Family ChildCare Program

Central City Rural Suburban Town

Mean

43



As shown in the table below, facilities based in central city locations had the highest total amounts for all benefits, most notably fringe benefits ($87,815) and health benefits ($66,661). The lowest average total benefits appear to be centered on unemployment benefits, which had some of the lowest total amounts overall, and among programs in rural locations.

Table 7.3: Average Total Benefits Received

Total Health

Benefits Total Unemployment

Benefits Total Fringe

Benefits


$25,211 $13,572 $63,172


$51,122 $14,818 $42,821


$16,716 $13,267 $19,777

Central City $66,661 $22,266 $87,815

Rural $22,739 $6,468 $5,844

Suburban $42,722 $5,298 $32,343

Town $34,491 $9,935 $20,638

Table 7.4 shows the group averages for total professional development spending (courses and programs, materials, and other miscellaneous costs) as well as release time, in hours. Some of the highest average costs were in central city locations (courses/programs and other costs) and among after-school or out of school time programs (other costs). Professional development materials appear to have very low levels of spending, most notably among rural and town locations and family child care programs. Central city locations appear to allow for the most professional development release time, while rural locations seem to allow the least.

Table 7.4: Average Total Professional Development Spending and Release Time

Courses and

Programs Materials

Other PD Costs

Release Time (Hours)


$4,394 $1,398 $4,521 79.2


$4,365 $1,118 $4,207 74.6


$1,476 $1,023 $1,209 60.6

Central City $6,552 $1,436 $5,417 90.1

Rural $1,083 $380 $2,291 49.2

Suburban $2,533 $1,101 $3,227 79.2

Town $1,821 $1,001 $1,783 59.8

44



Next, Table 7.5 shows the group averages for total occupancy costs by tenure category (owners, renters, and lessees). Total occupancy costs were calculated by adding all relevant costs including rent, large-scale projects, utilities, classroom play spaces, and general building upkeep. Based on the data, it seems that owners have some of the lowest overall costs in all cases except among after-school programs. Conversely, renters and lessees had the highest total occupancy costs, especially among center-based or school-based programs and in central city locations.

Table 7.5: Average Total Occupancy Costs by Tenure Category Owners Renters Lessees


$81,390 $18,122 $83,800


$38,208 $113,556 $89,757


$10,401 $18,677 $34,700

Central City $45,791 $218,845 $140,357

Rural $15,740 $34,666 $67,751

Suburban $22,952 $70,233 $70,535

Town $16,641 $36,083 $41,773

Table 7.6 demonstrates the group averages for total spending on curriculum materials and assessment tools as well as total hours devoted to curriculum preparation and assessments across all direct service positions. For spending, central city facilities had the highest average total amount, while family child care programs spent the least on average. Greater amounts of time were typically devoted to curriculum preparation in after-school or out of school time programs and in central city locations, while much less time was devoted to administering and scoring student assessments in after-school or out of school time programs and in family child care programs.

Table 7.6: Average Spending and Hours for Curriculum and Assessment

Total

Spending Curriculum

Preparation (Hours) Assessments

(Hours)


$10,887 18.4 6.2


$8,344 17.8 10.7


$1,301 13.8 6.1

Central City $11,806 19.1 9.8

Rural $2,609 16.7 9.1

Suburban $3,263 16.1 8.9

Town $4,187 14.4 8.3

45



The next table demonstrates group averages for total spending on various classroom materials, including learning materials, personal care items, food-related expenses, and computer-related expenses. The highest amounts of spending tended to be in central city locations and center-based or school-based programs, especially for food-related and computer-related expenses. The lowest amounts of spending were in the areas of personal care spending (especially family child care programs, after-school programs, and rural locations) and, interestingly, computer-related expenses (specifically in family child care programs and town-based facilities).

Table 7.7: Average Total Spending on Classroom Materials

Learning Materials

Personal Care

Spending

Food-Related Expenses

Computer-Related

Expenses


$4,751 $1,519 $19,156 $7,968


$10,863 $4,487 $34,594 $27,731


$2,162 $877 $7,693 $1,024

Central City $16,824 $6,638 $57,854 $49,460

Rural $3,439 $1,237 $7,866 $1,725

Suburban $3,260 $1,744 $15,190 $1,925

Town $3,641 $1,599 $10,106 $1,580

Figure 7.2 illustrates average spending on janitorial services (for facilities that employ a janitor) and cleaning supplies (for facilities that do not employ a janitor) across the different geographic categories and program classifications. After-school or out of school time programs and central city-based facilities appeared to spend the most on janitorial services, while center-based or school-based programs and rural facilities spent the most on cleaning supplies.

46



Figure 7.2: Average Spending on Janitorial Services and Cleaning Supplies

Finally, Table 7.8 shows the group averages for total spending on other miscellaneous expenses and on parent outreach and involvement. Both parent outreach/communications and “other spending,” which includes items such as advertising, accountants, and transportation, were highest in central city locations and in center-based or school-based programs, and were lowest at family child care programs.

Table 7.8: Average Total Spending on Other Expenses

Other Expenses Parent Outreach


$76,023 $2,783

Center-Based or School-Based $100,508 $5,351

Family Child Care Program $2,150 $459

Central City $193,134 $7,132

Rural $10,127 $1,417

Suburban $14,991 $3,178

Town $12,098 $1,473

$28,035

$19,888

$3,489

$32,989

$12,983 $12,668

$9,105

$133 $1,033 $766 $721 $1,108 $745 $834

After-Schoolor Out of

School TimeProgram

Center-Basedor School-

BasedProgram

Family ChildCare Program

Central City Rural Suburban Town

With Janitorial Services No Janitorial Services

47



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