Fixing Childcare in America

Fixing Childcare in America

Elliot Haspel believes universal childcare can happen in America, especially because it affects everyone across red and blue lines. Haspel, senior fellow at Capita, says part of the challenge is recognizing that childcare is something Americans seen as a public good.

Reflecting on the history of childcare in America, Haspel points out how certain policy failures, particularly the Comprehensive Child Development Act in the 1970s, have led to where we are today. “We've never gotten to this point in the country of really reckoning with, what is childcare and individual responsibility? Is it actually something that should be more of a right, that should be more seen akin to public education, or libraries, or parks, or roads, where society has a vested interest in supporting the family?” he says.

He highlights two key obstacles: inclusivity (recognizing informal caregivers and stay-at-home parents) and funding, with a necessary budget estimated at over $150 billion annually.

“Fundamentally, if you want a functional childcare system in this country that works for families, and works for children, that works for the educators, and it ultimately works for communities, and the economy, and society at large -- it has to start with robust, permanent, dedicated amounts of public funding,” Haspel says. “And we've never done anything like that in this country without first deciding, as a nation, that it is a value that we hold.”

He envisions a future where childcare is seen as a right and advocates for a large, sustained public investment. He points to other countries, like Canada and Germany, that have successfully reformed their childcare systems, showing that change is possible. Haspel emphasizes the need for a cultural shift to prioritize childcare, which he believes will lead to broader societal benefits.

In this episode, Haspel discusses the challenges and potential solutions for universal childcare in the U.S.

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Christopher Emdin wants schools to embraces a whole student's identity. For far too long, public education has been stuck where it was not designed for all students, especially students of color, he says. Emdin, an associate professor at Teachers College, has long focused on issues of race, class, and diversity in education. Now, he's proposing a new educational model to help teachers and students celebrate ratchet identity in the classroom. He reimagines schools where educators use authenticity as a driving factor in their work. In this episode, Emdin shares his philosophy on being ratchetdemic, how educators can become ratchetdemic, and why it matters.

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What are children learning about climate change in American schools? That question set award winning journalist Katie Worth to uncover how climate change education is being taught. As part of her research, she visited several states, talked to teachers, scoured text books, and spoke to students and their families. It turns out climate change education is just as contentious in the classroom as it is in politics. In this episode, she shares points of friction happening between teachers within the same schools and how students are often unable to connect environmental disasters in their own communities with climate change. Additionally, Worth discusses how the fossil fuel industry sometimes plays a firsthand role in children's education. She shares the potential repercussions of raising a generation of children unable to understand the effects of climate change on their world.

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Learning from Mistakes in Kindergarten

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Higher education needs major change and reinvention to provide more opportunity and social mobility for everyone. This is what Paul LeBlanc hopes to see in the future. As the president of Southern New Hampshire University for 18 years, LeBlanc has led tremendous change including becoming the largest nonprofit provider of online higher education and to offer a full competency-based degree program. In this episode of the EdCast, LeBlanc shares insight into why and how the institution made these groundbreaking changes. He also discusses the future of higher education and a need to get back to some of the initial focus that drove higher education in America – its students and opportunity.

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