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Parents Now Pay More for Childcare Than Housing Across the U.S.

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By Stacy M. Brown
Black Press USA Senior National Correspondent

Childcare is draining American families with a force that has begun to rival housing costs, and new national analysis shows that in cities across the country, parents are paying more to care for their children than to keep a roof over their heads. Researchers at LendingTree found that infant care exceeds average rent in 11 of the nation’s 100 largest metro areas, while childcare for two children exceeds rent in 85 cities across the country.

The spike in expenses lands at a moment when the federal shutdown has blocked funding for 140 Head Start programs that serve 65,000 preschoolers. At least 20 programs have partially or fully closed, directly affecting nearly 10,000 children whose families now face soaring out-of-pocket Childcare costs with no federal support.

Matt Schulz, chief consumer finance analyst for LendingTree, called the price crush unavoidable for many families. “Spending almost $1,300 a month on Childcare is a massive burden for parents, but most families don’t have another choice,” Schulz stated. “They can’t stay home. They don’t have family or friends they can rely on for Childcare. They have no other option but to put up a ton of money each month for Childcare.”

According to LendingTree, full-time infant care across the 100 largest metro areas averages $1,282 per month, compared with $1,716 for a two-bedroom rental. But in cities like Springfield, Massachusetts, parents now spend $1,996 on infant care compared with $1,734 for a two-bedroom apartment. That fifteen percent gap is the highest in the country. Milwaukee follows at nearly fifteen percent. Wichita, Omaha, Baltimore, Buffalo, Syracuse, Spokane, Minneapolis, Toledo, and Worcester also report infant care costs that outpace rent by significant margins.

The financial blow becomes more punishing for households with two children. Families in Omaha are paying $2,891 a month for Childcare for an infant and a four-year-old, more than twice the city’s average monthly rent of $1,368. Milwaukee and Buffalo are close behind, with Childcare there also costing more than double the rent. Households in Springfield, Syracuse, Toledo, Spokane, Minneapolis, Wichita, and Rochester all face gaps of seventy percent or more between Childcare costs and rent.

LendingTree notes that while the situation is severe in many regions, the pressure is also felt in cities where rent is extremely high. In Miami, San Jose, and San Francisco, rent still exceeds Childcare costs, but Childcare remains a heavy expense that continues to climb. Nationally, the price of Childcare increased more than thirty percent between 2020 and 2024, driven in part by shortages of early childhood educators and widespread Childcare deserts in rural and low-income regions.

For many households, the federal shutdown has turned an already strained system into a breaking point. Without funding, Head Start programs in more than a dozen states have already halted classes or reduced hours. Advocates warn that families who lose subsidized early childhood education face few alternatives, especially in communities that already lack available Childcare slots.

Schulz said families should brace for continued financial pressure. “High rent and Childcare costs create massive challenges for most young families,” he said. “However, to the degree possible, it is important to not fully ignore long-term goals like retirement and emergency savings.”

District of Columbia Story

In Washington, Childcare Rivals the Region’s Soaring Rent as Federal Shutdown Cuts Off Funding for Thousands

In the nation’s capital, where the price of nearly everything feels inflated, Childcare has emerged as one of the most punishing expenses for families. New data from LendingTree shows that in the Washington metro area, full-time infant care averages $2,140 per month, almost equal to the region’s two-bedroom rent of $2,253. For households with two young children, the burden jumps even higher to $3,854 per month, seventy-one percent more than the region’s average rent.

The fallout from the federal shutdown is making the pressure even worse. As of November 1, 140 Head Start programs nationwide serving 65,000 preschoolers have received no federal funding. Twenty programs have been forced to fully or partially close, affecting nearly 10,000 children. Programs in the D.C. region warn that unless Congress releases funds, more families will be pushed into the already overburdened private Childcare market, where prices outpace salaries for many workers.

Nationally, the LendingTree analysis found that the cost of infant care exceeds rent in eleven cities and that the price of caring for an infant and a four-year-old is higher than rent in eighty-five cities. Washington ranks fourteenth on that list. The average D.C. area family with two children is paying $1,601 more per month for Childcare than for housing. Baltimore, also in the region, reports infant care costs of $2,084 compared with rent of $1,857, a twelve percent gap that adds to financial pressure across the wider metro corridor.

Matt Schulz of LendingTree said many families cannot escape the mounting costs. “Most families don’t have another choice,” he stated. “They can’t stay home. They don’t have family or friends they can rely on for Childcare.”

The tight supply of early childhood educators in the District, the high cost of commercial space for licensed centers, and the region’s elevated cost of living all contribute to the problem. Industry experts also point to the surge in demand as more parents return to in-person work.

Washington’s struggle mirrors national trends. Between 2023 and 2024, the average price of Childcare nationwide jumped more than thirteen percent. The District remains one of the most expensive cities in the country for infant care, exceeding the cost of public university tuition in many states.

Local officials have urged Congress to restart Childcare funding immediately. Without the federal support that sustains Head Start and Early Head Start operations in the region, families who already pay some of the highest Childcare prices in the country will face even fewer options.

Schulz warned that the situation demands urgent attention. “It makes an already difficult financial situation that much more challenging,” he said.

Why the “Next 1,000 Days,” After a Child’s First 1,000 Days, Are Critically Important for Health, Development

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Shot of a mother bonding with her baby boy at home (Photo by Aj Watt)

By National Institute for Early Education Research

The National Institute for Early Education Research reports that a robust and growing body of international research shows that too many children across the globe are not receiving nurturing care in their second 1,000 days of life.

A two-part international Lancet research series discusses the importance of investing in “the next 1,000 days,” from ages two to five. The research summarizes the positive short- and long-term child outcomes of high-quality early childhood care and education (ECCE) programs. The series also examines parent education programs, which have been shown to yield sizeable improvements in children’s developmental outcomes.

The first report in the series, The next 1,000 days: Building on early investments for the health and development of young children, finds that, in low- and middle-income countries (LMICs), 181.9 million children ages 3 and 4 are not receiving nurturing care, thus jeopardizing their development.

The second report in the series, The cost of not investing in the next 1,000 days: implications for policy and practice, finds that failing to provide ECCE globally results in significant societal losses—potentially 8 to 19 times greater than the investment required for ECCE.

The authors shared details about the report series on a webinar hosted by the international Early Childhood Development Action Network (ECDAN), a global network of 350 partners and 30,000 individuals established by the World Bank and UNICEF in 2016 to exchange knowledge and catalyze collective action for greater impact.

“While much attention has been focused on the critical importance of a child’s first 1,000 days, our new research focuses on the next 1,000 days and how children across the globe are faring,” said Milagros Nores, Ph.D., a co-author of the new reports and co-director for research & associate research professor at the National Institute for Early Education Research. “Our new series demonstrates the need to help families across the globe provide adequate nurturing care to young children, including equitable access to high-quality early care and education, safe and supportive environments with adequate stimulation, protection from physical punishment, adequate nutrition, universal developmental screening, and financial support for vulnerable populations.”

The Lancet is a highly respected international scientific journal that addresses urgent topics in society, initiates debate, puts science into context, and influences decision-makers around the world.

Affirming Black Children Through Books: Stories That Help Them See Their Light

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Aundrea Tabbs-Smith

By Aundrea Tabbs-Smith, Emotional Well-being Literacy and Curriculum Coordinator, Friends Center for Children

I spent my earliest years as an educator searching for books that reflected my students’ experiences; I wanted to introduce them to books that reflected not just the colors of their skin, but also the textures of their lives. I wanted them to see themselves as I saw them: loved, powerful, and full of potential. Too often, those stories were missing from the shelves.

As the Emotional Well-being Literacy and Curriculum Coordinator at Friends Center for Children in New Haven, Conn., I lead programming for the organization’s new Books with Friends Trolley – a mobile library that provides professional development and age- and culturally-appropriate books to family- and center-based childcare providers across New Haven. I spend my days working with young children, teaching them to name their feelings, build confidence, and understand that every part of who they are deserves to be celebrated. Books are one of our best tools to do that work. When a child hears a story that reflects their truth, something shifts fundamentally. They feel seen. Their eyes light up, their shoulders relax, and their minds open to the possibilities that await them. Below are just a few of my favorite affirming books for Black children, which will help them build that sense of belonging and possibility from their earliest moments.

Homemade Love by bell hooks

Appropriate for ages birth through 3-years-old

The celebrated poet and feminist thinker bell hooks teamed up with illustrator Shane W. Evans to create a lyrical, love-soaked board book that reminds children that they are loved, cherished and supported, even when they make mistakes or feel afraid.

I love this book because it’s a gentle affirmation of unconditional love, perfect for bedtime or any moment a child needs reassurance. The text is simple yet lyrical, filled with affectionate nicknames and rhythmic phrasing that makes it perfect for reading aloud. This book is a tender anthem for secure attachment, which is something every young child needs to thrive.

Bedtime Bonnet by Nancy Redd

Appropriate for 2- through 6-years-old

This joyful tribute to family is the first picture book to shine a light on nighttime hair rituals for Black people, an experience familiar to many young girls who’ve misplaced their bonnet before bed. Bedtime Bonnet offers a tender glimpse into cherished hair care traditions and honors the deep bonds shared across generations in a loving, close-knit Black family.

This book showcases the importance of hair care in Black culture, making it both relatable and educational. It also reinforces the idea that these small acts are part of a shared experience. For any child with a nighttime hair routine, it’s a validating and joyful reflection of their lives.

I Am Every Good Thing by Derrick Barnes

Appropriate for 3- through 8-years-old

The bold and self-assured narrator in this story dreams big and embraces every part of who he is. He is imaginative, daring, intelligent, humorous, and loyal. He stumbles at times, but when the fear creeps in, he never stops showing the world his true self. This book is powerful because it centers a confident young Black boy who celebrates his identity, dreams, and resilience. It offers a counter-narrative to stereotypes, showing Black children as joyful, brilliant, and full of promise. And the prose is beautiful, rhythmic and bold; this reads like a spoken word poem.

Jayden’s Impossible Garden by Mélina Mangal

Appropriate for 4- through 9-years-old

Jayden finds beauty and life all around him in the city, from squirrels foraging to cardinals singing and dandelions blooming. But when his mom isn’t convinced that nature exists in such a busy place, Jayden is determined to change her mind. Jayden teams up with his friend Mr. Curtis to start a community garden. As the garden grows, so does a sense of connection among neighbors, and soon his mom begins to see the wonder of nature through Jayden’s eyes. This book gently challenges the idea that nature only exists in rural spaces. It shows how even in a bustling city, life flourishes. It inspires young readers to notice and care for the natural world around them, wherever they live.

Emotional well-being starts early and is built on the foundations of connection, reflection and love. When we read stories that affirm who children are, we teach them pride, compassion and belonging. These books aren’t just stories; they’re tools for building identity and healing. Some of my most powerful experiences working with young children have been reading to children who see themselves in a book for the first time, smiling as someone whispers, “That looks like me.”

Aundrea Tabbs-Smith is the emotional well-being literacy and curriculum coordinator at Friends Center for Children in New Haven. She’s also the author of Never Too Much and For the Quiet Black Girl: Trying to Find Her Voice in a Predominately White Space.

Head Start Gave the Author an Early Inspiration to Share Her Story

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Author photo of Head Start alumna Atiya Henley.

By National Head Start Association

It did not come as a surprise to Atiya Henley’s parents, alumni of Head Start, that she would become a published author before the age of 10. “Atiya has a BIG imagination,” said her mother, Amy Deanes. “This isn’t her first book, but it’s the first one that we published. She wrote this book because of no experience of her own, but because of her passion to help others.” Atyia is a former student of the Institute of Community Services (ICS Head Start) of Mississippi and the author of the “Mean Girls: A Bunch of Bullies,” a powerful story about the impact of hurtful teasing, taunting, and aggressive behavior. Her former teacher, Mrs. Dorothy Gaston, is proud of her learning process and progress. “During her year at Head Start, Atiya exemplified good social skills with her peers,” said Mrs. Gaston. “Early learning is a must when it comes to helping students gain social skills early in life. It helps them to interact with others and not be a bully to get what you want.”

In her book, Atyia imagines students being pushed around by others and not being treated with kindness. She drew on the social skills she developed with Mrs. Gaston to write about how to stop bullying. “When a child leaves home and gets on the bus ride to school, they should know that this is their second home and nothing bad will happen to them. Bullies are everywhere, but even a bully can be stopped,” said the young author. “I am also working on the second part to show how bullying doesn’t just stop because the bully gets caught, especially when the bully becomes more crafty.”

Bullying can have lasting impacts on everyone involved: the person being bullied, bystanders who witness the bullying, and the person who bullies others. In fact, bullying is considered an Adverse Childhood Experience (ACE). ACEs are potentially traumatic events that can have negative, lasting effects on a person’s development, the way they interact with others, and how they perform in school. Research has shown that children reporting more ACEs may be more likely to exhibit bullying behavior. “We always ask our teachers and staff to listen attentively to what our children are saying. If we do not listen, we will miss the message,” said ICS Head Start Executive Director Eloise McClinton. “We are proud to know that one of our own had a vision during this time in her life to pen such a powerful story and to share her experience of bullying with her teacher.”

Parents, caregivers, teachers, and schools all play an important role in preventing and addressing bullying and its harmful effects. Wise beyond her years, Atyia is an example of how students can also help prevent bullying and trauma at school and contribute to a positive school culture for both fellow students and staff. Preventing bullying and building a positive culture is Atiya’s specialty. Not only is she helping kids to understand bullying, but she is also modeling how to treat others with kindness and respect.

Because of Head Start’s programmatic focus on social-emotional health, Head Start children are more prepared to participate in kindergarten classrooms. “Alum like Atiya makes me so elated to be a Head Start teacher,” said Mrs. Gaston. “I would not have it any other way.”

“We thank ICS Head Start for being a great part of her early childhood education,” added her mother. “Strong and powerful teachers are everywhere, but most certainly in Head Start, where children get the best formal education and the ability to grow into their childhood. Mrs. Gaskin to this day is still her favorite teacher.”

Mother and Son, United in Purpose: How Regina and Judah Are Changing the Future of Early Childhood Education—Together

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udah and his mom, Regina, are both pursuing early childhood education-related degree programs through the Early Childhood Innovation Center, located at Delaware State University.

By Stacey Finkel

This Mother’s Day, we honor not just the love between a mother and her child, but the shared dreams, grit, and determination that can make those dreams a reality. Regina, 44, and her son Judah, 18, are proof that purpose has no age limit—and that it’s never too late or too early to answer a calling. Regina knows what perseverance looks like. It took her ten years to earn her first college degree, an Associate Degree in Early Childhood from Ashworth College. Life, as it so often does, had other plans—plans that called her away from school and into the real world. But she never let go of her goals or her belief in the power of education. That steadfast commitment planted a seed not only for herself but for her son. Now, Regina and Judah are both enrolled in a scholarship program at theEarly Childhood Innovation Center (ECIC), housed at Delaware State University (DSU) in Wilmington, Delaware’s only Historically Black College and University. This program allows them to study in any early childhood education-related degree program across the entire state of Delaware.  Regina attends Wilmington University, where she is pursuing her bachelor’s degree in Education Studies with a concentration in Early Childhood Education. Judah attends DSU and is pursuing his bachelor’s degree in Early Childhood Education. They are shoulder to shoulder, heart to heart—committed to equity, access, and the transformational power of teaching.

There’s something uniquely beautiful about a mother and son learning at the same time, not just in life, but in the classroom. They study together, encourage each other, and even bring their academic lessons to life while working at Chosen Children’s Child Care in Wilmington, where they support the development of the next generation of learners. Their shared experiences, both as students and as educators, deepen their bond and strengthen their shared commitment to the children they serve. But what truly sets their story apart is the community surrounding them. The Early Childhood Innovation Center is more than a scholarship program. It’s a lifeline, a launchpad, and a promise: You can do this. The faculty and staff meet students where they are—whether they’re returning to school after a decade or stepping into college for the first time. Regina and Judah both credit ECIC with giving them the resources, mentorship, and belief they need to succeed. For Black families, and especially Black mothers, the road to higher education can be long and often filled with obstacles. But what Regina and Judah show us is that when one person refuses to give up, they can inspire an entire legacy. Education becomes not just a goal, but a family value passed down. “I used to feel like I was falling behind because it took me so long to finish,” Regina says. “But now I see that every step was preparing me for this moment—alongside my son, showing him and others that no matter how long it takes, you can finish. You just can’t give up.” This Mother’s Day, let’s celebrate mothers like Regina, who never stop striving, and sons like Judah, who walk beside them with pride. Let’s celebrate the power of Black institutions like DSU and innovative spaces like the Early Childhood Innovation Center that don’t just educate—they uplift.

The Heart of Early Childhood Education: Child Care Providers and Families Working Together

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Writing, drawing and parents with children for homework, school activity and learning with notebooks (Photo Credit by Jacob Wackerhausen)

By Allyson D. Andrews, MSW, LLMSW, Director of Early Childhood Education, 20 Degrees

The Reality…

Running a childcare center is more than a job — it’s a labor of love. Providers pour their hearts into nurturing children, creating safe and enriching environments, and building relationships with families. But behind the joy of watching little ones grow, there’s the exhaustion of endless paperwork, financial worries, and the daily hustle to keep everything running smoothly. Many childcare providers wear multiple hats: teacher, administrator, mentor, and problem-solver. There’s never enough time in the day, especially when so much of it is spent buried in compliance reports, payroll issues, and operational challenges. For nonprofit centers, keeping up with financial leadership and board expectations can feel like an uphill battle. And the bureaucracy? It’s overwhelming. Repeating the same information across different systems steals precious time, time that should be spent with children.

On top of these operational hurdles, providers are also navigating a workforce crisis. High turnover rates, difficulty retaining qualified staff, and inadequate compensation create instability within childcare programs. Many providers struggle to offer competitive wages, leading to burnout and staff shortages that directly impact on the quality-of-care children receive. Without systemic changes and community support, the burden on providers will only grow heavier. Providers can’t do it alone and when families play a vital role in supporting their childcare community, it is better for everyone: children, families, and providers. Here’s how parents and families can partner with childcare providers:

10 Ways that Parents and Families Can Partner with Their Providers:

  1. Show Appreciation: A simple thank-you note, small gift, or words of encouragement can go a long way in boosting morale. Childcare providers dedicate countless hours to caring for and educating young children, often going above and beyond to create a nurturing environment. Taking the time to acknowledge their hard work, whether through a handwritten note, a kind message, or a small token of appreciation, can make them feel valued and motivate them to continue providing high-quality care.
  2. Be Patient and Understanding: Recognize that providers are juggling many responsibilities, so trust their expertise in caring for your child. Childcare professionals manage multiple children, planning educational activities, ensuring safety, and meeting administrative requirements, all at the same time. Instead of expressing frustration when challenges arise, approach them with patience and empathy. Giving providers the benefit of the doubt and trusting their professional judgment strengthens the relationship between families and caregivers.
  3. Support Communication Efforts: Respond to messages, forms, and updates promptly to help providers stay organized. Childcare providers rely on clear communication with families to ensure the best care for children. Whether it’s filling out required forms, reading important notices, or providing updates about your child’s needs, timely responses allow providers to stay on top of operations and minimize administrative burdens. When families actively participate in communication, it creates a smoother and more supportive environment for both children and caregivers.
  4. Advocate for Fair Wages and Funding: Join local advocacy efforts to push for better wages and resources for childcare professionals. Childcare providers are among the lowest-paid professionals, despite the critical role they play in early childhood development. Many struggle to make ends meet while providing high-quality care. Families can support them by advocating for fair wages and increased funding, whether through signing petitions, attending local meetings, or voicing their concerns to policymakers.
  5. Volunteer Time or Skills: Offer to help with small projects like organizing supplies, reading to children, or sharing your professional skills. Many childcare providers operate with limited staff and resources, making extra hands invaluable. Parents can assist by helping organize classrooms, preparing materials, or volunteering during special events. If a parent has a specific skill — such as graphic design, accounting, or event planning, offering those services pro bono can significantly ease the administrative burden.
  6. Respect Policies and Procedures: Following health, safety, and payment policies allow providers to maintain quality care. Policies are designed to ensure the safety and well-being of all children. Arriving on time for pick-up and drop-off, adhering to illness policies, and making timely tuition payments contribute to the smooth operation of a center. Respecting these guidelines means providers can focus on creating a positive learning environment instead of resolving avoidable conflicts.
  7. Recommend the Center to Others: Positive word-of-mouth referrals help providers grow and sustain their business. Families play a crucial role in supporting centers to maintain enrollment and financial stability. Sharing positive experiences on social media, leaving online reviews, and recommending the center to friends or colleagues can help providers attract new families, ensuring long-term success.
  8. Contribute to Wish Lists or Fundraisers: Donating supplies or participating in fundraisers helps ease financial strain. Many childcare providers operate on tight budgets, and even small contributions — such as donating books, art supplies, or cleaning materials — can make a significant impact. Families can also organize fundraising initiatives, such as silent auctions or community donation drives, to aid providers in acquiring necessary resources that enhance the learning environment.
  9. Stay Engaged in Your Child’s Experience: Build a partnership with providers by asking questions, sharing feedback, and showing interest in your child’s daily activities. Engaged families lead to a stronger learning environment. Ask your child about their day, communicate regularly with teachers, and attend events when possible. This involvement reinforces the importance of early education and shows providers that their work is valued.
  10. Celebrate Their Hard Work: Recognize the dedication and passion that goes into creating a nurturing environment for children. Recognizing and celebrating childcare providers’ dedication fosters a culture of appreciation and respect. Consider organizing appreciation events, writing positive testimonials, or highlighting their efforts in community newsletters. A little recognition can go a long way in sustaining their motivation and reminding them that their work is valued by the families they serve.

By working together, families and providers can create thriving childcare communities where both children and those who care for them are supported and valued.

Allyson D. Andrews leads a team at 20 Degrees working to support child care, which offers shared services and back-office programs to ensure its provider-centric approach delivers new business solutions for childcare leaders so educators, families, and, most importantly, children, all benefit.

With over 12 years of experience in Early Childhood Education, Allyson founded and operated four childcare centers in the Detroit area, serving hundreds of children. Allyson has deep consulting experience in start-up operations, business development, finance, and operations for non-profit and for-profit sectors with a specialization in education.

How One Community is Trying to Break the ‘Vicious Cycle’ of Child Care and Housing Crises

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Students in Ocracoke School’s universal pre-k classroom for 3- and 4-year-olds walk in a line together toward the playground. Photo by: Katie Dukes, EdNC

Katie Dukes, Director of Early Childhood Policy, EdNC

“If you don’t have the child care in order for people to go to work, they don’t have the income to pay for housing; it’s this vicious cycle,” said Melanie Shaver, superintendent of Hyde County Schools in North Carolina. “So how can we break that cycle at the root cause?” Shaver is leading her district’s attempt to answer that question. Hyde County Schools is now offering universal pre-k to both 3- and 4-year-olds districtwide, at the Ocracoke School on the island and the Mattamuskeet School on the mainland, with the goal of expanding to include early care and learning for children from birth to age 2 in years to come. And the revived Hyde County Education Foundation — chaired by Shaver — is buying two sites to build workforce housing for teachers and other essential workers. It’s a project based on community needs and with community collaboration, and one that became more urgent after the devastation caused by Hurricane Dorian five years ago. While Hyde County sits at the far eastern edge of the state and has its own unique geography, this project could be a model for communities in western North Carolina as they develop long-term recovery plans after the destruction caused by Hurricane Helene.

The housing crisis

When Shaver took on the role of superintendent in 2021, she learned that most of Hyde County’s teachers would be eligible to retire within five years. “When you learn you have 60% ready for retirement, first of all, how am I gonna get these people, and where am I gonna put these people?” Shaver said of recruiting new teachers. On the mainland, Shaver said, affordable housing is hard to come by because a portion of the housing stock is inhabited only part-time, mostly by hunters who come to Lake Mattamuskeet seasonally. And on Ocracoke, many houses serve as second homes, and short-term rentals are inhabited by visitors only during the summer tourism season. The high price of homes and lack of long-term rental properties is a major issue for the island’s workforce, including prospective teachers.

“We are seeing fewer applicants,” said Jeanie Ownes, principal of the Ocracoke School. “One of the questions they always ask is, ‘Where can I live?’ and I do think that is deterring a lot of people from applying here.” Housing pressure increased after Hurricane Dorian destroyed dozens of homes and damaged many others in 2019. Sara Teaster, a member of the Hyde County Education Foundation (HCEF) Board of Directors, shared her struggle to find housing. Teaster had visited Ocracoke and loved it, so when a job opened on the island in 2019, she jumped at the chance to relocate full-time. Someone loaned her a house while she searched for a permanent place to live.

Then Dorian hit, destroying and damaging homes that had offered 12-month leases. Teaster said that some homeowners switched from offering those long-term rentals to weekly vacation rentals so they could recoup the costs of rebuilding. Then COVID-19 hit, bringing remote workers with higher incomes to the island, which Teaster said added pressure to the off-season rental market. Add to that the overall rising costs of homes, interest rates, and insurance over the last five years, and the result is an inaccessible, unaffordable housing market for the year-round residents who make the island so appealing to guests. But Teaster said she got lucky. “Four months after I moved here, I was able to find a yearly rental that was affordable, and I lived there for four years,” Teaster said. “Loved it. Would have continued to live there, but the owner decided that they wanted to come back and live in their home.”

Almost 50 years old, Teaster moved four times in four months after losing that rental. She sent her pet to live with her mother out of state. She’s making it work for now by house-sitting while she continues to search for housing she can afford. And hers is just one story. According to Shaver and Owens, two staff members of the Ocracoke School left their jobs — and the island — because they couldn’t find permanent housing and were no longer willing to live in RVs and campers on lots that can cost up to $1,200 per month to rent.

The childcare crisis

Tekisha Jordan, the district’s pre-k administrator for the last 17 years, said that when Shaver came to Hyde County, licensed childcare was also hard to come by. The mainland has two programs: Head Start, which is licensed to serve up to 40 students aged 3-5, and Linda’s Childcare Home, which is licensed to serve up to eight students from birth to age 12. There’s also unlicensed childcare. “Basically, [parents] have relatives that care for their child, a friend that cares for them,” Jordan said. “And we definitely see a big difference when they reach pre-k since the childcare center closed, socially and emotionally.”

By the time Dorian hit the island, Ocracoke’s only licensed childcare program had already been closed for two years. Ocracoke Child Care was a high-quality nonprofit center that touched the lives of most families on the island. Alice Burruss, who previously taught pre-k and is now the first-grade teacher at Ocracoke School, served as the center’s assistant director starting in the mid-1990s. Both of her children attended the program during her 10 years at Ocracoke Child Care.

“While I was there it was so important for us to have [students] learn and not just be little kids that you’re babysitting,” Burruss said. “It really was a learning facility.” But since the program closed in 2017, young children on Ocracoke haven’t had that learning opportunity. “We live in a space where there are very few places for little kids to socialize, get that interaction with each other,” Burrus said. She pointed out that there’s not even a public playground or park on the island.

“And then you walk into a classroom as a 3- and a 4-year-old with 15 other kids, and imagine how overwhelming that is for you,” Burruss said. Burrus and her colleague Amanda Gaskins Jackson, who teaches kindergarten and attended both Ocracoke Child Care and the Ocracoke School, can tell the difference between students who have and have not experienced early care and learning in a group setting before starting school, especially since the pandemic.

Along with Jordan and Owens, Burruss and Gaskins Jackson provided examples of how those differences show up in young learners:

  • Sharing
  • Sitting in a circle on the carpet
  • Learning to trust adults outside of their families
  • Following group directions
  • Washing hands
  • Standing and walking in a line
  • Having independence from adults

Without the childcare center, students were simply less prepared to function in a learning environment with other children. They were missing out on some of the critical brain development that occurs in the first 1,000 days of their lives. “Instead of spending the time in pre-k where we would focus on fine motor skills, getting you ready for writing and letter recognition and all those pre-foundational skills, now it’s we have to learn how to coexist together, and sit for a little bit of time, listen to a story without seeing it on a screen,” Burrus said.

Shaver called early childhood education “critical” and said, “It does make a difference with your kids. It makes a difference not only on their readiness [to learn], but their social ability and their emotional intelligence to be able to then come and transition into a school.” For children who have been affected by trauma like Hurricane Dorian and COVID-19 — or more recently, Hurricane Helene for children in western North Carolina — stability is key to their healthy social and emotional development. “And so I think looking at early childhood is one piece of that root cause, but looking at that housing piece is another,” Shaver said.

Breaking the ‘vicious cycle’

Since Hurricane Dorian hit the island in 2019, the school district has been using the Ocracoke Child Care building as classroom space for their youngest students while the Ocracoke School was being reconstructed. As Shaver began to prepare for the Ocracoke School’s official reopening in 2023, she started thinking about how the childcare building would be sitting empty once again. And she was still wondering how she would hire new teachers when there was nowhere for them to live and no space to build multi-family housing units on the island, even if someone was inclined to do so.

Then she had an idea — maybe the empty Ocracoke Child Care site could be converted to workforce housing. Shaver realized that the HCEF hadn’t been used for 15 years, so she went about reviving it as a nonprofit entity that could address two crises at once by supporting the development of workforce housing and enhancing early care and learning opportunities.

The HCEF by-laws state: “The Foundation recognizes that due to the remote nature of Hyde County, and the housing shortage, the development of housing will provide both the Mattamuskeet and Ocracoke School communities and others the opportunity to partner with the Hyde County Board of Education and others in a common goal of improving public education by ensuring adequate housing.”

HCEF’s Board of Directors is made up of an equal number of mainlanders and islanders because, as stated in the by-laws, “the Board acknowledges that just as mainland Hyde may not know or understand all the nuances for Ocracoke, Ocracoke may not know or understand all the nuances of the mainland. Anytime a decision directly affects an area, an equal or majority number of board members from that area is needed for a vote.”

With the HCEF re-established and a new board in place, Shaver took the first step toward fulfilling its mission — Hyde County introduced universal pre-k for 4-year-olds when the Ocracoke School reopened in 2023. Because Hyde County Schools had already been providing NC Pre-K to eligible 4-year-olds, adding the rest of the county’s 4-year-olds was a logical place to start filling the community’s early care and learning gap.

Then Shaver went about finding members of the defunct Ocracoke Child Care Board, so they could start having serious conversations about the property by changing hands. She learned that board members had been holding out hope that the center would be able to reopen one day, and they remained passionate about their commitment to providing early care and learning to Ocracoke’s youngest residents. So, Hyde County Schools extended its universal pre-k program to 3-year-olds, to add programs for birth-to-2 students in coming years. In addition to NC Pre-K funds, the district uses Title I funding and grants to finance the expanded Pre-K program.

Jordan described how parents on the mainland reacted when she announced that all 3-year-olds — not just those with special needs or on the island — would be eligible. “I’m gonna cry, but they was like, ‘Oh my God, thank you Tekisha!’ And I’m like, ‘No, oh my God, thank you Dr. Shaver!’” Jordan said. In its first year, the multi-age pre-k classroom at the Matamuskeet School on the mainland has 18 students, and the one at the Ocracoke School has 13. “The whole school benefits when we get them earlier,” Jordan said. “We take them at 3, they transition to 4, we get them ready for kindergarten. If there are any delays, it’s normally picked up in kindergarten. The kindergarten teacher and the pre-k teacher collaborate, sit in on IEP meetings, and then it just follows from kindergarten to first grade. The whole school benefits.”

The district’s commitment to expanding early care and learning opportunities aligned with the values and priorities of the Ocracoke Child Care Board. Owens said it’s about more than aligned values, though. It was about doing what’s best for their neighbors. “I think us being so small, it truly is about community,” Owens said. “So, while we are talking early childhood education, it’s almost like, ‘Well, yes, they’re part of who we are, and we are going to take care of our littles.’ The Ocracoke Child Care Board sold their building to the district for $10. The Outer Banks Community Foundation and a local Occupancy Tax Board each donated $25,000 to help HCEF get architectural plans and cost estimates drawn up. Shaver identified a similar opportunity to develop workforce housing on the mainland at a shuttered 26-unit public housing development called Hycienda Heights. With 10 units planned for the Ocracoke Child Care site, the total estimated cost of purchasing both properties and converting them to workforce housing is about $4 million.

When asked where HCEF would find the money, Shaver joked, “Fish frys! And we’re gonna do a lot of bake sales!” She knows they’ll likely take out a loan for some of it, but the Board is also seeking philanthropic donations and other funding sources to reduce the size of that loan. “We’re willing to beat any bush, look under any couch cushion, meet with anybody who asks,” Shaver said. When the units are complete, HCEF plans to offer them for yearly rent to teachers first, then other essential workers who need time to secure permanent housing. And they’ll use any profits to make further investments in early care and learning, including opening birth-to-2 classrooms. “One of the reasons I’m excited about this Hycienda Heights property, if we can obtain that as well, is that it has a community center there on site that could be easily formed into that zero-to-2 [space],” Shaver said.

The same goal exists in Ocracoke. “On the island, that’s kind of how we do things; we do take care of each other,” Owens said.

Early Literacy is an Educational Priority

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In 2023, the Oregon legislature launched the Early Literacy Success Initiative to help all students learn to read, as only 46% of students read proficiently by the end of grade 3. To support the initiative, the Children’s Institute (CI) partnered with the Regional Educational Laboratory Northwest (REL Northwest) to compile accessible, evidence-based resources to support this effort and strengthen literacy practices for young children.

Preschool students at the Preschool Promise program at the Center for African Immigrants and Refugees in Portland, Oregon.

Why early literacy matters

Why focus on birth to grade 3? Early experiences shape the foundation for all future learning, with critical brain development occurring before age five. When young children develop strong language skills early on, they are better equipped to engage in learning and succeed academically. Children who fail to achieve reading proficiency by grade 3 are four times more likely to drop out of high school. Thus, early literacy is an educational priority and an equity issue, as it can help mitigate the effects of poverty and systemic inequities.

Evidence-based early literacy resources

REL Northwest compiled vetted resources to support early literacy from ages 0–3 and preschool to grade 3. For children ages 0–3, these resources include interactive reading apps, early literacy games, and parent-child reading guides. Educators and parents can integrate these strategies into home visiting programs, early intervention services, and community-based programs. For older children in preschool and elementary school settings, the resources include guided reading materials, phonics-based learning tools, and literacy assessment guides.

For example, How Parents and Families Support Oral Language and Vocabulary provides research-based strategies, example texts, and real-life vignettes that parents and families can use to develop oral language skills in infants, toddlers, and preschoolers, including those from diverse linguistic backgrounds. Another resource, A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills, helps teachers support families in practicing foundational reading skills at home as a companion to the recommendations for classroom instruction. These resources address the unique needs and challenges faced by students, including students from low-income families, English learner students, and students with disabilities.

Children’s Institute published these resources on a custom web page designed for families, caregivers, practitioners, and policymakers to access and use practices linked to improving student outcomes. The resources are presented in a user-friendly format with clear instructions and explanations.

Policy context and future directions

The shift toward identifying literacy skills on the zero-to-grade-3 continuum reflects a growing recognition of the importance of early childhood education. This approach aligns with national trends and funding opportunities, emphasizing the need for comprehensive early literacy strategies. By thinking beyond the traditional PreK–3 continuum, Oregon is positioning itself as a leader in early childhood education reform.

The infusion of state funding into early literacy initiatives, particularly the Early Literacy Success Initiative, opens new possibilities. By leveraging this funding, educators and policymakers can adopt and integrate these tools and strategies into their existing frameworks, ensuring that every child in Oregon can develop strong literacy skills from the earliest age.

By creating a more equitable education system that empowers all children to reach their full potential, this initiative aims to improve early literacy and foster a sense of shared responsibility and commitment to the future of our children and our communities. Lessons learned can or should inform efforts throughout the country and inspire action on early literacy.

The role of REL Northwest and Children’s Institute

REL Northwest plays a crucial role in building the capacity of education stakeholders across Alaska, Idaho, Montana, Oregon, and Washington and helping state and district leaders use data and evidence for informed decision-making. REL Northwest conducts applied research and provides training and technical support to state and local education agencies and community organization partners in the region.

Children’s Institute, a nonprofit organization, focuses on improving the lives of children from prenatal to fifth grade in Oregon, especially those facing systemic barriers like poverty, racial inequities, disabilities, or rural areas. CI’s work focuses on shaping state early childhood policy related to early learning and healthy development and working with schools and districts to strengthen teaching practices in preschool through fifth grade with its Early School Success initiative. They collaborate with various stakeholders, including families, educators, regional leaders, policymakers, and health organizations, to ensure a comprehensive approach to early childhood education.