Prioritizing System Support for the ECE/EDU Education and Human Development Sector

Resolution Number
Assigned to
CTE Leadership Committee
Career Technical Education
Status Report

9.24.22- ASCCC President, ASCCC ED, CTELC Chair met with author to discuss - further direction TBD.

Ongoing support of ASCCC to these industry and ongooing professional learning support 

Whereas, The California Governor’s Master Plan for Early Learning and Care: California for All Kids1, released on December 1, 2020, contained sweeping recommendations related to the broad expansion of childcare and expanded learning and the provision of Transitional Kindergarten (TK) services for all of California’s four-year-olds, resulting in significant impacts on early childhood education and education (ECE/EDU) courses and the pivotal role California community college programs hold in recruiting, preparing, graduating, transferring, and supporting over 85% of the ECE center workforce2 and the 54%3 of credentialed TK-grade 12 teachers in California who complete ECE/EDU classes4;

Whereas, The Education and Human Development (EHDS) Sector enrolled 146,716 students at California community colleges in 2018-2019, ranking fifth in enrollment and degree and certificate completion among the ten priority CTE career sectors, and is a sector that directly addresses issues of equity by providing college pathways leading to employment for the highest percentage of female students at 83%, with 67% of students being non-white, and has the second highest percentage of economically disadvantaged students, at 78%, of all 10 sectors listed5;

Whereas, The COVID crisis has destabilized the EHDS sector, disrupted ECE and TK-12 teacher preparation pipelines, and resulted in significant impacts on working and single parents—especially essential, low to moderate wage displaced workers and families who have suffered from the loss of ECE and after-school child care6—such that the state of California will not experience economic recovery without supporting the replacement of teachers at all levels; and

Whereas, Serious teacher shortages7 over the next five years are projected to create over 124,000 openings annually in California for a cluster of twenty teacher occupations including preschool, elementary, secondary, and special education, and related occupations such as infant care, after-school care, and family childcare are experiencing acceleration of retirements8 and job loss;

Resolved, That the Academic Senate for California Community Colleges work with the California Community Colleges Chancellor's Office, the California Commission on Teacher Credentialing, the Governor, and the Governor’s Early Childhood Policy Committee to advocate for support and funding for increased community college pipelines, student pathways, and transfer support for the Education and Human Development Sector, including early childhood education and education programs, to meet the twin labor demands of the expansion of programs outlined in the governor's plan and recovery from the pandemic;

Resolved, That the Academic Senate for California Community Colleges support the prioritization of the Education and Human Development Sector as one of the Strong Workforce Program-identified Priority Industry Sectors to guide career technical education priorities and address the statewide labor crisis in early childhood education, transitional kindergarten, K-12, after school, and community college teacher preparation; and

Resolved, That the Academic Senate for the California Community Colleges provide the critical Education and Human Development Sector with relevant, timely professional support—such as website hosting, sector specific meetings, conferences, data sharing, and training— utilizing the collective expertise of state leadership and discipline faculty actively involved in teacher preparation and capitalizing on the dozens of faculty-led, volunteer regional and statewide education and early childhood education communities of practice.