The Business of Childcare

And Early Learning

in Orange County
A Research and Planning Project
Funded by Helios Education Foundation

Key Findings and Recommendations

November 2023

K-Ready
COMMUNITY

A Voice for Children

 ab c
Report Overview
The following report on the state of childcare and early learning in Orange County unveils key
findings from a research and planning project made possible through generous funding from
the Helios Education Foundation in partnership with the Early Learning Coalition of Orange
County and the K-Ready Community Project.

The focus of the research and planning presented is primarily on addressing the critical issues
affecting access to quality early care and education (ECE), such as under-investment and
affordability, teacher and childcare seat shortages, and provider stability.

Recommendations made in the report are informed by the key findings from original research
conducted in Orange County for this project that have been synthesized and summarized for
the purposes of this report. The data and detailed reports from this research confirm the dire
state of childcare and early learning, and can be found here:

Provider Surveys 2022/2023: Survey Report (Reinvestment Fund)

Provider Interviews 2022: Provider Insights Report (Think Spot)

ARPA Application Data ‘22/23: Zip Code Level Report ARPA (UF)

Occupancy Geo-Map Tool: Geo-map of Zip Code Occupancies (from ARPA)

Research from Florida’s Early Learning Roadmap developed by The Children’s Movement of
Florida was also synthesized and referenced in this report. Quotes from concerned providers,
teachers, and parents from Florida’s Early Learning Roadmap’s listening tour across the state of
Florida were included in this report to support key findings. More information about Florida’s
Early Learning Roadmap can be found on the The Children’s Movement of Florida Future
Project landing page.

The Business of Childcare And Early Learning in Orange County | 2

 1 23
Table of Contents
THE SITUATION………………………………………………………………….....4
THE PROJECT…………………………………………………………………….....5
THE EARLY CARE AND EDUCATION (ECE) INDUSTRY…………………….... 6
RESEARCH FINDINGS……………………………………………………………..7
1. Under-Investment and Affordability…………………………………...8
2. Quality Disparities……………………………………………………......9
3. Workforce Shortage……………………………………........................10
4. Childcare Spot Shortage…………………………………….................11
Regional Profiles and Pilot Areas……………………………………..13
PILOT INNOVATIONS AND SOLUTIONS……………………………………...16
CONCLUSION……………………………………………………………………..17

ADDENDUM — VISION FOR EARLY CARE AND EDUCATION……………..19

3 | A Research and Planning Project. Key Findings and Recommendations.

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THE SITUATION

THE SITUATION
Reliable childcare is what allows parents, especially mothers, to work and enables
businesses to hireisand
Reliable childcare retain
what workers.
allows parents,Inespecially
fact, the mothers,
childcaretoindustry holds
work and up allbusinesses
enables other
to hire andand
industries retain workers. In
businesses infact, the childcare
Orange County. industry is what sustains all other industries and
businesses in Orange County.
Quality early care and education (ECE) for all children birth to four is also the best
Quality early care and education (ECE) for all children from birth to four years of age is also
investment we can make in our children, our future workforce, and the prosperity of our
the best investment we can make in children, our future workforce, and in the success of our
entire community.
businesses and the Yet, this industry,
prosperity made up
of our families. Yet,ofthe
650 mostly
ECE small
industry and
is in privately
serious owned
trouble and
unable to meet the childcare needs of all working parents and children
centers and family childcare homes in Orange County, is in very real trouble. in Orange County.

Chronically low
Chronically lowteacher
teachersalaries
pay and and competition
competition fromother
from otheremployers
employershashas led
led to
to a
a shortage
of teachers, causing a childcare shortage, longer wait lists, and lower enrollment. As a
shortage of teachers, which has led to a childcare shortage, longer wait lists, and lower
result, childcare is increasingly harder to find, and with higher costs of living, it has become
enrollment.
unaffordableThis means
for most that childcare
families. is eventoharder
State subsidies to find,
help cover and
costs arewith higher costs
inadequate, of that
meaning
early care
living, and education
is unaffordable for(ECE)
mostproviders
families. can’t
Stateafford to raise
subsidies teacher
to help pay.costs are
cover
inadequate, meaning that providers can’t afford to raise teacher pay.
With lower enrollment revenue, inadequate subsidies, and higher costs, childcare providers
are struggling financially. At least half are operating at enrollment levels below sustainable
With lower and
thresholds, enrollment
with therevenue, inadequate
recent expiration subsidies,
of federal ARPAand higher
funds costs,
that kept childcare
many providers
afloat, are likely reaching a breaking point. This means that half of childcare spots
providers are struggling financially. At least half are operating at enrollment could be
levels
at risk; more parents will be without childcare and unable to fully participate
below sustainable thresholds, meaning that half of childcare spots could be at risk. in the workforce;
businesses will have more difficulty hiring and retaining workers; and even more children will
Federal ARPA funds that have helped to keep providers afloat have recently expired.
fall further behind.
This is an
This is an untenable
untenablesituation
situationthat
that the
the industry
ECE can’t
industry fix on
cannot itsshould
and own. not have to solve on
its own.

Teacher Fewer Lower

Shortage Seats E nro l l m ent P a rent s C hi l d ren
W ithout N o t E nro l l ed
Has led to Means parents Means
C hi l d c a re Fall Even
fewer childcare can’t find care, providers and
seats and long and enrollment existing seats C a n ’t G o t o Further
wait lists is down are at-risk Wo r k Behind

The Business of Childcare And Early Learning in Orange County | 4 4

 1 23
THE PROJECT
A research and planning project — funded by Helios Education Foundation and led by the Early
Learning Coalition of Orange County and the K-Ready Community Project — was launched in
2022 in order to identify pilot innovations and policy solutions with the following objectives:
• Address the childcare teacher and seat shortages
• Improve the sustainability and viability of providers
• Ensure the availability and affordability of high-quality ECE for all families that need it

Research Plan
Research was conducted between West Lakes Early Learning Center
Summer 2022 and Spring 2023 with ECE Rollins College
providers to increase our understanding of UCP and 4C
childcare seats, needs, and shortages at the
Early Learning Shared Services Alliance
neighborhood level, utilizing 3 methods:
(ELSSA)
• 26 structured interviews with center
UCF Early Childhood Development and
owners or directors
Education
• Surveys (online and by phone) collected
Winter Park Day Nursery
from 56% of providers
Healthy Start
• Data provided by 76% of providers who
applied for ARPA assistance FL Family Childcare Home Association
Government
Research Partners Orange County
K-Ready Project Team City of Orlando
UF Anita Zucker Center
Community and Business
Think Spot, Inc.
Healthy West Orange
Peace and Justice Institute
Peace & Justice Institute
Dr. Judy Levin, UCF
The Reinvestment Fund Central Florida Foundation
ELC of Orange County Embrace Families
Children’s Home Society
Project Partners and Supporters
Heart of Florida United Way
This project is made possible by the Helios
Children’s Movement of Florida
Education Foundation and the support of the
Early Learning Coalition of Orange County. PNC Bank
Other partners and supporters of the project Nemours Hospital
include (but are not limited to):
Orlando Health and Advent Health
Early Childhood Stakeholders
Orlando Economic Partnership (OEP)
Orange County Public Schools (OCPS)
JP Morgan Chase
Head Start

5 | A Research and Planning Project. Key Findings and Recommendations.

 ab c
TH
THE EEA RLRYLYCC
EA AARE
REAA
NNDDEE
DDUU
CCAATTIO
IONNIN
INDDUUSSTTRRYY
THETHEARLY CARE AND EDUCATION (ECE)
E EARLY CARE AND EDUCATION INDUSTRY
INDUSTRY
The
The The infrastructure
infrastructure
infrastructure ofof early
early
of care
early care and
care and education
education
and (ECE)
(ECE)
education ininOrange
in Orange
(ECE) Orange County
County isiscomprised
is comprised
County of
of almost
comprised of
650 licensed
almost
almost 650 providers,
licensed plus
providers,
650 licensedofproviders,
The infrastructure an additional
plus
early careplus an
and an 85 VPK
additionalclassrooms
additional
education 85 VPK
85 in
(ECE) VPK operated
classrooms
classrooms
Orange by Orange
operated
Countyoperated County
by
by of
is comprised
Public
Orange Schools
County (OCPS).
Public Most
Schools providers are small, privately-owned, single-site centers. Seventy
Orange
almost County
650 licensedPublic Schools(OCPS).
providers, plus anMost
(OCPS).
percent are centers, and nearly 80% have less than 100 spots.
Most providers
providers
additional 85 VPKare small,
small,privately-owned,
areclassrooms privately-owned,
operated by
single-site
Orangecenters.
single-site County
centers. 70%
Public
70% are arecenters,
Schools and
andalmost
(OCPS).
centers, Most
almost 80%80%have
providers less
are
have than
small,
less 100
100spots.
privately-owned,
than spots.
These
These ECE providers
single-site
providers centers.
have have
a70% a capacity to serve
are centers,
capacity an estimated
and almost 80% have 44,417lesschildren
than 100underspots.5 years of
These providers have a capacitytotoserve serveananestimated
estimated44,417 44,417children
childrenunder
under55with
with
age with 90% of the spots located in childcare centers.
90%90% of of
Thesethe thechildcare
providers
childcare spots
havespots ininchildcare
a capacity centers.
to serve
childcare an estimated 44,417 children under 5 with
centers.
Orange 90%OCo.
aof
rO ECE
nragthe
negC Providers
childcare
eo
C. oE.CEECP ospots
ErP rvoidve sin
idre rs childcare centers.
Orange Co. ECE Providers
Providers
Providers Active Licensed
Active Licensed %% Est
EstCapacity
Capacity
Childcare Center
Providers
Childcare Center 456
Active Licensed
456 70%%
70% 40,299
Est Capacity
40,299
School-Based
Childcare Center
School-Based 43456
43 7%
70%
7% 2,784
40,299
2,784
Family Home
School-Based
Family Home 15043
150 23%7%
23% 1,334
2,784
1,334
Family Home
Total
Total 150
649
649 23%
100%
100% 1,334
44,417
44,417
Total
OCPS VPK
OCPS VPK 85649
85 100% 44,417
2,489
2,489
OCPS VPK 85 2,489

Size
Size of of Providers
Providers (# (# Seats)
Seats) Providers
Size of Providers (# Seats) Providers
Providers %%
%
13%13% >150
>150
13% >150
>200 43%
43% < 50
< 50
43% < 50
For
For
For
Profit
Profit
Profit
64%
64%
64%
>200 >200
150-200
150-200 4%
150-200 <25
9%4% 4% <25 <25
9% 9% 24%
24% 24%
Single
Single
Single Site
Site
Site 83%
83%
83%
100-150
100-150
100-150
11%
11% 11% Faith
Faith Based
Based
Faith Based 27%
27%
27%
25-50
25-5025-50 Operating
Operating
Operating 5+5+
5+ Yrs
Yrs
Yrs 77%
77%
77%
19%
50-100 19% 19%
50-10050-100
33% Gold
Gold
Gold Seal
Seal
Seal (ARPA)
(ARPA)
(ARPA) 20%
20%
20%
33% 33%

CLASS
CLASS
CLASS >=5
>=5
>=5 (ARPA)
(ARPA)
(ARPA) 26%
26%
26%

The Business of Childcare And Early Learning in Orange County | 6

666
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RESEARCH FINDINGS
Our research indicates that the early care and education industry (ECE) is failing to provide
reliable and affordable access to quality childcare and early learning services for all Orange
County families that need it. Findings show four persistent challenges:

1. Under-investment 3. Workforce Shortage

and Affordability Low wages and greater competition for
Investment levels in ECE do not reflect workers have led to a teacher shortage,
acknowledgment of its societal benefits reducing available childcare spots,
and do not cover the real cost of quality enrollment, quality, and profitability.
care, placing most of the burden on
small, private providers, teachers, and
parents. Most families can’t afford quality
childcare and struggle to qualify for
public assistance.

4. Childcare Spot Shortage

There are not enough childcare spots
where many families live and work.
Existing childcare providers struggle to
2. Quality Disparities
remain financially viable, putting existing
Providers in higher-income, less price- spots at risk and eroding quality.
constrained markets can better afford
to invest in quality measures (higher
teacher pay, training, technology), likely
leading to quality disparities.

7 | A Research and Planning Project. Key Findings and Recommendations.

 ab c
1. Under-Investment and Affordability
Investment levels in ECE do not cover the real cost of quality care, placing most of the burden
on small, private providers, teachers, and parents. Most families can’t afford quality childcare
and can’t get adequate assistance.

Current investments in early care and education also do not reflect recognition or
acknowledgment of its societal benefits, such as improved child development and education
outcomes, increased workforce participation, and broader prosperity. In essence, under-
investment in ECE comes at high societal cost. According to Nobel Prize winning economist
James Heckmann, investments in high-quality early learning generate an estimated return on
investment of over 13%.

United Way’s most recent ALICE Report unveiled that 49% of families with children in Orange
County were at or below the household income threshold of $79,476.80 needed annually
to meet the basic costs of living for a family of four. The ALICE household budgets allocate
$15,540 annually for childcare covering an infant and a pre-schooler (age 3). This budget
understates current childcare rates by as much as $9,000, using the weighted median private
pay rate – meaning childcare costs surpass $24,000 annually or 30% of ALICE family total
household budgets. These families cannot afford high-quality early learning without support,
and subsidies are inadequate and inaccessible for most.

Across Florida, more than two thirds of young children living in households earning below 85%
of the state median income are not receiving subsidies from the School Readiness program due
to current funding and eligibility requirements. In addition to making childcare unaffordable
for families, this inadequate funding has an enormous negative impact to Florida’s economy.
Extensive research in other states conducted by the U.S. Chamber of Commerce Foundation
has shown that the lack of stable, quality childcare could cost the Florida economy in excess of
$5.4 billion annually (Untapped Potential by U.S. Chamber of Commerce Foundation).

“Nobody can afford to have kids.” “Government help is lost

when both parents work.”

“We technically make too much money

to qualify for anything, but we’re pretty “My whole paycheck is
broke. So, we’re in that middle ground going to pay childcare.”
where you’re just like...sorry.”

Source: Florida’s Early Learning Roadmap

The Business of Childcare And Early Learning in Orange County | 8

 1 23
2. Quality Disparities
Quality ECE starts with a qualified and stable teacher workforce, but that requires higher pay
and benefits. Providers in higher income, less price-constrained markets can better afford to
invest in quality measures (higher teacher pay, training, technology), likely leading to quality
disparities. For example, providers in price-constrained markets are forced to find staff willing
to work for the prevailing low wages, making it more difficult to meet higher quality standards.
These providers often sacrifice investments in staff training and professional development as
well as forgoing needed facility repairs and maintenance. Measures to increase quality are not
Key Findings
Key Findings
widely implemented as additional requirements are labor-intensive and perceived as
“not worth it”.

Quality
Quality : Measures
: Measures
A small portion of providers into
to increase
increase
Orange quality
quality
During are
are
interviews, not
not
providerswidely-utilized
widely-utilize
painted a
disparity;
ratings. Additional
According to data from requirements
County have achieved or even pursue quality
disparity; Additional recent ARPA are
are labor-intensive
picture of being constrained by regulations
requirements labor-intensive
(e.g., teacher-child ratios) and market and
andpep
grant applications, only 20% of providers conditions (e.g., a tight labor market and
have the Gold Seal rating, and 26% stated the inability of families to pay higher tuition).
that they have a CLASS ranking of 5 Traditional means of generating revenues—
or above.
GOLD SEAL Requirements and
raising prices—to afford investing in quality
GOLD SEAL
GOLD SEAL
measures are off the table. Requirements
are an
unrealistic. Futu
YES are
“We struggle with being able unrealistic. F
to pull
20%
YES
20% It doesn’t make sen
staff out of the classroom and pay
It doesn’t
overtime for training. It’s impacting our
bottom line.” doesn’t make
benefit yous
NO
80%
NO
doesn’t benefit
requirements.
Source: Orange Co. Provider interviews Privay
80% requirements.
hands down! Pr
Quality measures and achievinghandshigherdown!
CLASS >=5 WeSealstruggle
quality ratings (such as Gold or higher with be
CLASS ≥5
CLASS scores) also does not always result
CLASS >=5 We struggle with
the
in higher enrollment. Quality classroom
ratings are and
not widely communicated, understood, or
YES
26%
themade
valued, and decisions are impacting
often classroom
our botto
based an
YES
26%
impacting our bo
on convenience and affordability.

NO The hurdles we hav

74%
NO funding!...We
The hurdles decid we h
74%
funding!...We de
Source: Orange Coun
Source:
Source: ARPAARPA provider
provider stabilization
stabilization grant grant
applications (10/28/22-2/28/23)
applications (10/28/22-2/28/23)
Source: ARPA provider stabilization grant Source: Orange C
applications (10/28/22-2/28/23)
9 | A Research and Planning Project. Key Findings and Recommendations.
 ab c
3. Workforce Shortage
Low wages and greater competition for workers have led to a teacher shortage, reducing
available childcare spots, enrollment, quality, and profitability. Early childhood education
teachers left the profession in droves during the pandemic, and providers continue to struggle
to attract and retain teachers because other employers offer much higher wages. Survey results
indicate that all childcare providers in Orange County combined have an estimated 1,000
teacher openings, and 74% of providers are hiring.

Providers interviewed all agreed that difficulty in recruiting staff was the single biggest
challenge for stabilizing their businesses, expanding capacity, and enhancing quality. Of
providers surveyed, 82% said that hiring was somewhat or extremely difficult, and 75% cited
that hiring was their greatest business challenge.

“It’s an employee-driven market.

[They] can go and work at Target and
$25K
make more money than we’re paying.” ‘22 Median annual earnings for
childcare workers in metro Orlando

Only 10%
Of Orlando area jobs pay less

53%
Childcare workers nationally
enrolled in public benefit programs

Research shows that quality teachers are a key driver of child success in early learning. Yet,
a significant number of the more than 7,000 ECE teachers in Orange County do not make a
living wage, and many early learning programs operate on razor-thin margins without sufficient
funding to increase teacher compensation. While Florida’s new minimum wage requirement
and competition from other employers will bring up the wages of a childcare worker, it will
not be near enough to maintain a strong early learning teacher workforce. In addition to the
poverty wages, a career in early learning also often lacks the community respect, appreciation,
and support that it deserves. (Florida’s Early Learning Roadmap).

“It kills me when you have people that work in early childhood education and then have to go
on benefits. That makes no sense that someone who has such an important and vital job has
to worry about whether or not they can pay their bills or feed their own.”
Source: Florida’s Early Learning Roadmap

The Business of Childcare And Early Learning in Orange County | 10

 1 23
4. Childcare Spot Shortage
There is also a shortage of childcare spots where many families live and work, and existing
childcare providers struggle to remain financially viable, putting existing spots at risk and
eroding quality. This is due in large part to the teacher shortage and reduced enrollment, but in
some high-growth areas may reflect a need for more childcare providers to meet an increased
demand for early care and education (ECE).

Feedback from providers, teachers, and parents show childcare shortages in Orange County
and across the state, primarily due to staffing issues. Forty percent of providers surveyed in
Orange County reported lower enrollment, and over half are managing wait lists. Eighty-nine
percent of childcare centers stated that staffing is the top barrier to full enrollment.

“I’ve got to go back to work, but I can’t find a Report lower enrollment
(childcare) spot. There’s just not the spots!” 40% since ’21
(Florida’s Early Learning Roadmap)

“We decided I would stay home to care for 51% Have wait lists
(43% from ARPA data)
the baby because we couldn’t find childcare.”
(Florida’s Early Learning Roadmap)
Have a closed classroom
33% due to staff shortages
“We don’t have as many seats because we
don’t have enough staff. We’ve had to close
classrooms, and it’s not because of lack 89% Centers say staffing is top
barrier to full enrollment
of demand.”
(Orange Co. Provider interviews)

To better understand the extent of childcare Occupancy (enrollment as a % of ideal

shortages and provider financial stability,
three metrics were examined:
• Ideal capacity (if fully staffed)
• Enrollment as % of children under 5
• Occupancy = Enrollment % of capacity
If fully staffed, there would be a capacity to
serve 56% of the almost 83,400 children
under 5 in Orange County. Less than half
(46%) are currently enrolled.
This varies by age with 70% of 4-year-olds
and 18% of infants enrolled. Statewide, VPK
serves 65% of 4-year-olds, but VPK funding
only covers 3 hours per day.
capacity) reflects how well a providers’
capacity is utilized. A low occupancy can
result primarily from 2 conditions – a teacher
shortage reducing the available spots
and a lower demand for childcare (due to
affordability or other reason).
An occupancy of 80% is an accepted
threshold for childcare provider
sustainability.

11 | A Research and Planning Project. Key Findings and Recommendations.

 ab c
However, half of providers surveyed are operating below 80% occupancy, meaning half of the
existing childcare
HalfHalf spots
of are
providers
of providers potentially
surveyed
surveyed areatoperating
are operatingrisk.below
Twenty-seven
below
80% 80% percent
occupancy,
occupancy, ofmeaning
meaningchildcare providers
half
half of theof the
stated theyexisting
were not
existing financially
childcare
childcare spots stable.
spots
are Nearly
are potentially
potentially allat(90%)
at risk. risk.
27%27%ofofproviders
providers
of providers with
stated
stated occupancies
they they
werewere
not not below
the sustainable threshold
financially
financially stable. have
stable. indications
Almost
Almost all (90%)
all (90%) that their
of providers
of providers low enrollment
with with occupancies
occupancies is
below due
below to staffing issues.
the sustainable
the sustainable
Affordability was also
threshold cited
have as a reason
indications thatfor lower
their low enrollment,
enrollment is especially
due to for
staffing
threshold have indications that their low enrollment is due to staffing issues. Affordability family
issues. Affordability
childcare homes.
was was
alsoalso
citedcited
as a as a reason
reason for lower
for lower enrollment,
enrollment, especially
especially for family
for family childcare
childcare homes.homes.

HALF
Haof
H Providers
lf aof
lfProviders atRisk
of Providers
at Risk
at Risk
Childcare Provider
provider occupancies
Provider occupancies
occupancies vary
varyvary byarea
by
by area areaand
and byandbyby
age ageage
group group
group
but but
but show
show show widespread
widespread
widespread concernsconcerns
concerns
across Orange
acrossCounty
across and
the county
the county across
and and income
across
across levels.
income
income Occupancies
levels.
levels. Occupancies
Occupancies for
for infants
for infantsinfants were
werewere the
lowest
lowest lowest
at 64%,at
at 64%,
64%, possibly indicating
possibly
possibly that
indicating thatproviders
indicating that areshifting
providers
providers are shifting
are their
shifting
their limited
their staffstaff
limited
limited staff to cover
to
to cover cover older
olderolder children.
children.
children.

64%
64% 60%-79%
60%-79%
Occupancy
Occupancy for infants
for infants (lowest)
(lowest) Occupancy
Occupancy for over
for over half
half of of zips
zips
Age Age OR (%)OR (%) Total Occupancy
Total Occupancy Rate RateZip Codes
Zip Codes
(%) (%)
InfantInfant 64% 64% 40-59%40-59% 5 (12%)5 (12%)
Toddler
Toddler 86% 86% 60-79%60-79% 23 (55%)
23 (55%)
2 Yr 2 Yr 84% 84% 80-100%
80-100% 10 (24%)
10 (24%)
Pre-school
Pre-school 79% 79% Over 100%
Over 100% 4 (10%)4 (10%)

Total OccupancyTotal
Total Rate
Occupancygeo-maps
Occupancy
RateRate for all for
geo-maps
geo-maps Florida allcounties,
forFlorida
all Florida utilizing
counties,
counties, data
datafrom
utilizing
utilizing data ARPA
fromfrom
ARPA stabilization
ARPA
grant applications, were
stabilization
stabilization developed
grant applications,
grant by
were
applications, UFwere
Anita
developedZucker Center.
by UF
developed byAnita Two-thirds
Zucker
UF Anita Center.
Zucker ofTwo-thirds
zipTwo-thirds
Center. codes,
of shown
of
below in lighter blue,
zip codes, have
shown average
below in occupancy
lighter blue, haverates below
average 80%.
occupancy rates below
zip codes, shown below in lighter blue, have average occupancy rates below 80%. 80%.

Orange County
Orange Zip Code
County Occupancy
Zip Code RatesRates
Geo-map
Orange County ZipOccupancy
Code OccupancyGeo-map
Rates Geo-map

Link to FL to
Link ZipFLCode Occupancy
Zip Code Map Map
Occupancy
12 12

Link to FL Zip Code Occupancy Map

The Business of Childcare And Early Learning in Orange County | 12

 1 23
Regional Profiles and Pilot Areas
Access to childcare is hyper-local. There must be enough providers, teachers, and spots
near where families live and work. Regional profiles have been developed to understand the
childcare issues at the neighborhood level; to identify interventions that may be needed; and to
engage community partners. Included in this report are two examples of regional profiles that
have been created – the I-Drive corridor and West Orange County.

International-Drive Corridor
• The International Drive Community Redevelopment agency (CRA), founded in 1998, is
currently exploring opportunities to support job development and career pathways for
workers in the I–Drive corridor
• The corridor includes 1,800 companies (heavily hospitality and tourism) with over 90,000
jobs, and there are an estimated 25,577 residents
• An estimated 1,500 children under 5 live in the corridor, and an additional 4,000 children of
people working there live outside the corridor. Yet, there are only eight providers and 216
childcare seats within the corridor
• While there is additional childcare available in surrounding zip codes where workers may
live, there is a shortage of care in the corridor, where parents work. Providers in the corridor
have the capacity to serve only an estimated 14% of children living there and 5% of the
children of workers
• In recent focus groups with CRA workers, conducted by Orange County, respondents
overwhelmingly reported serious challenges with childcare

ECE Provider Surrounding I-Drive “There’s lots of people at

my job that have children
and they have to travel so
far if there’s an emergency
32819 32809 to get to their kids...there’s
no childcare that’s kind
of close to I-Drive.”
32836
Source: I-Drive CRA
Workforce Focus
Group Findings 2023

32821 32837

• CRA
Businesses
Childcare Providers

13 | A Research and Planning Project. Key Findings and Recommendations.

 ab c
Regional
RegionaProfiles
l Profiles and
and PPilot
ilot ArAreas
eas
International-Drive Corridor — Surrounding Zip Codes
• In the five
Intzip
er ncodes
ationsurrounding
al Drive CotherridI-Drive
or – Sucorridor,
rroundiwhereng Zipworkers
Codeslikely live, there are
almost 8,000 children under 5, and providers within the zip codes have a capacity to serve
55% of those
• children
In the 5 zip codes surrounding the I-Drive corridor, where workers likely live, there
are almost 8,000 children under 5, and providers within the zip codes have a
• Most providers are to
capacity operating
serve 55%at
of an enrollment
those children. level that is not financially viable

• •
Occupancies (enrollment
Most asoperating
providers are % of capacity) of 80% is
at an enrollment viability
level threshold
that is not financially viable.
o Occupancies (enrollment as % of capacity) of 80% is viability threshold.
• Occupancies for infants are lower than average in these zip codes
o Occupancies for infants are lower than average in these zip codes.
• Occupancies in
o most all the zip
Occupancies codes
in most areziplower
all the codesthan Orange
are lower than Co.. Over
Orange Co. half
Overofhalf
providers in
32836 and 32819ofoperate
providersatinless than
32836 and75%32819 operate at less than 75%.

32809 32836 32819 32837 32821 Total Orange

Bell Isl, Oakridge DP / Bay Hill Univ, Tangelo Hunter's Cr Sea World County
Children Under 5 2,275 1,358 1,341 2,019 788 7,781 83,391
Providers 24 7 24 26 1 82 651
Centers 18 7 13 20 0 58 458
Family Homes 2 0 11 1 1 15 150
School-based 4 0 0 0 0 5 45
Total Seats 1,526 794 1,368 1,917 9 4,246 44,870

Capacity % 0-4 67% 58% 102% 95% 1.1% 55% 56%

Enrollment 1,228 586 1,047 1,493 7 4,361 35,738
Enrollment % 0-4 54% 43% 78% 74% 0.9% 56% 46%
Avg Occup 80% 65% 74% 75% 76% 75% 80%
Infant Occup 49% 53% 60% 94% NA 57% 61%
Providers < 75% Occ 33% 50% 58% 46% 0% 46% 40%
Providers < 55% Occ 7% 50% 17% 0% 0% 11% 19%
% with Wait 47% 100% 33% 54% 0% 49% 52%

32839 32811 32835

Millenia Orlo Vista Metro West
Children Under 5 2,922 2,863 3,190
Providers 12 29 13
Centers 7 20 9
Family Homes 5 9 4 Nearby zip codes
School-based 0 0 0 where employees may
Total Seats 519 1,402 813 also live have a
shortage of seats and
Capacity % 0-4 18% 49% 25% a higher percentage
Enrollment 387 1,121 647
of providers with low
Enrollment % 0-4 18% 39% 20%
occupancies.
Avg Occup 71% 77% 79%
Infant Occup 69% 57% 56%
Providers < 75% Occ 71% 25% 44%
Providers < 55% Occ 14% 17% 22%
% with Wait 29% 50% 56%

The Business of Childcare And Early Learning in Orange County | 14

14
 • WesternROrange
egionCounty, al Profailregion
es and
population of children and with high growth,
Regional Profiles and Pilot Areas
Pialolarge
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o
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• A relatively• Western
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• All ZIP Codes have
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• In 34787, occupancieszip codes have a capacity less than 30%
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less than 25%.
and an enrollment less than 25%.
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• A• A relatively high portion
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• AOrange
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• Inin mostoccupancies
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32712 34787
• In 34787, occupancies are 34787
additional •capacity
•Orange
In 34787,
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isoccupancies
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better than orange 80% county,
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• Inwith needed
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• In 34786, halfhigh of
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have area.
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• In 34786,
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34786, half 67%
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ofof 67%
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This may indicate
carrying a waitlist.
a
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staffing shortage,shortage low NA
indicate a staffing
providers
32830
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occupancies with67%
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32712
additional 32757
capacity.
additional capacity. 34787 34786 Total Orange
Apopka 32712
Apopka 32757
Winter Garden 34787Windermere/535
34786 Total Orange
County
Apopka Apopka Winter Garden Windermere/535 County
Children Under 5 2,827 1,134 5,353 2,751 12,065 83,391
Children Under 5 2,827
32712
32712 1,134
32757
32757 5,353
34787
34787 2,751
34786
34786 12,065
Total 83,391
Orange
Providers Providers 9 9 2 2 28 28 12 12 51Total
51
Orange
651
651
Apopka
Apopka Apopka
Apopka Winter Garden Windermere/535
Winter Garden Windermere/535 County
County
Centers Centers
Children 5Under 5 5 2
2,827 2
1,134 18 18
5,353 8 2,751 8 3312,065
33 458
458
83,391
Children Under 5 2,827 1,134 5,353 2,751 12,065 83,391
Family Homes Providers
Family
Providers4
Homes 949 0 202 4 4
2828 3 3
12
12 11 51 11
51 150
150
651
651
School-based
School-based CentersCenters0 505 0 202 6 6
1818 1 881 7 33 7
33 45
45
458
458
Total Seats Total
FamilySeats
Family
837Homes
Homes 837
4 488 88
00 1,783 1,783
44 735 33 735 3,443
3,4431111 44,870
150
44,870
150
School-based
School-based 0 0 00 66 11 77 45
45
Capacity
Total %
Seats 0-4 30%
837 8%
88 33%
1,783 27%
735 29%
3,443 56%
44,870
Capacity % 0-4 Total Seats
30%
Enrollment
837
703
8% 88
87
33% 1,7831,438
27% 735592
29%3,443
2,820
44,870
56%
35,738
Enrollment 703
Capacity
Enrollment %%0-4
0-4 30%
25% 87 8% 1,438
8% 33%
27% 592 22%27% 2,82029%
23% 35,738
56%
46%
Capacity % 0-4 30% 8% 33% 27% 29% 56%
Enrollment % 0-4Enrollment
Avg 25%
Enrollment
Occup (Survey) 85%
703
8%
703 87
99%
87
27% 1,438
81%
1,438
22% 592
81%
592
23% 2,820
82%
2,820
46%
35,738
80%
35,738
Avg Occup (Survey) Enrollment
Infant 85%
OCC % 0-4 25%
63%99% 8%
NA 81% 27%
70% 81% 22%
47% 82% 23%
60% 46%
80%
61%
Enrollment % 0-4 25% 8% 27% 22% 23% 46%
Infant OCC Avg Occup
Providers63% (Survey)
<(Survey)
75% 85%
40% NA 99% 70%
20% 81%
27% 47% 81%81%
50% 82%
34%
60%82% 80%
40%
61%
Avg Occup 85% 99% 81% 80%
% Infant OCC
with Wait 63%
20% NA
50% 70%
82% 47%
67% 60%
55% 61%
52%
Providers < 75% Infant OCC40% 63%20% NA 27% 70% 50% 47% 34%60% 40%
61%
Providers < 75% 40% 20% 27% 50% 34% 40%
Providers20%
< 75% 40%50% 20% 27% 67% 50% 55%34% 40%
% with Wait % with Wait 20% 50% 82% 82% 67% 55% 52%
52%
% with Wait 20% 50% 82% 67% 55% 52%

15
1515
15

15 | A Research and Planning Project. Key Findings and Recommendations.

 ab c
PILOT INNOVATIONS AND SOLUTIONS
Innovations and systemic solutions were developed to mitigate the most critical issues from
the research. Two pilot concepts, described below, are being developed further with potential
funder and stakeholder partners to target issues specific to pilot neighborhoods – such as,
inadequate funding, affordability, teacher shortages, and provider stability.

Goal: Build and sustain a childcare and early learning infrastructure that
provides access to high-quality early care and education for all children and
families that need it in the neighborhoods where families live and work.

I. Support Teachers and Providers II. Invest in ECE Infrastructure

A. Supports to stabilize providers in pilot
areas – Provide shared services, business
supports, and coaching to improve
financial stability of pilot cohorts.
• Staff recruiting and development
• Enrollment marketing and software
• Bookkeeping and payroll services
• ACA benefits assistance
• Business planning and coaching
• Access to new revenue streams
B. Teacher recruitment and career
development pipeline – to fill teacher
openings and retain quality teachers in
pilot areas.
• Expand early learning programs at
Community Partnership Schools
• Paid internships and placement
assistance for new recruits
• Support career pathways –
achievement of accreditation and
advanced certifications and degrees
and Industry
A. Industry Analytics, Community
Engagement, Advocacy – to prioritize
smart and sustained investments in early
childhood.
• Engage community leaders and
citizens to commit to making early
childhood a priority and advocate for
local, state, and federal policy
• Build shared data systems, Early
Childhood Scorecard, and planning
tools to set common goals and
measure progress
• Grow early childhood alliances and
connect with groups across the state to
advocate for smart policies
• Pilot, support, and scale programs and
policies to address issues and achieve
common goals
• Facilitate ventures to add childcare
capacity and services, as needed
• Support and grow provider and
teacher professional networks

The Business of Childcare And Early Learning in Orange County | 16


II. Invest in ECE Infrastructure
and Industry Cont’d
B. Shared funding streams – Establish
sustainable funding through employers,
government, and philanthropy to support
providers, teachers, and parents.
• Employer-supported childcare for
employees – administer scholarship
program to be used at participating
providers
1 23
• Community and business “Partners
in Early Learning” sponsorships for
neighborhoods, zip codes or providers
• Public, philanthropic, and private
grants to fund specific pilot and
systemic solutions
• Collaborative advocacy with
other agencies and other Florida
communities for additional
government funding and policies

K-Ready Alliance and Advocacy

An important recommendation in Innovation 2 is to build our capacity for early childhood
advocacy in Orange County and merge our voices with other communities and agencies
across the state, like the Children’s Movement of Florida and the Children’s Forum, to achieve
additional funding and better policy. While the recommended pilot solutions and innovations
will yield significant outcomes, scaling the solutions and achieving systemic and lasting reform
will require robust public investments at the state and federal level.
Dedicated staff, including a community engagement manager and policy consultants, is
needed to work locally and with other advocacy agencies to achieve funding and policy goals,
such as:
• Increase state funding for ECE and health care for mothers and young children
• Improve pay, benefits, and career supports for teachers and providers
• Provide incentives for employers to offer childcare benefits
• Fund and support integrated data systems and scorecards for early childhood

17 | A Research and Planning Project. Key Findings and Recommendations.

 ab c
CONCLUSION
The purpose of this action-oriented research and planning project was to address the
critical issue of childcare teacher and seat shortages in Orange County, Florida and to
identify systems innovations and solutions to fix it. Pilot and systemic solutions from
this project will create successful models that increase access to quality early care and
education and ensure that all children start kindergarten ready to thrive in school and
in life.
Data on ECE providers in Orange County (i.e. capacity, enrollment, available seats,
location, wait lists, teacher openings, and business viability) was collected and
synthesized along with data from other sources to present key findings in this report.
Through the collaborative work of the K-Ready Community Project team and its
Advisory Committees, priorities and recommended innovations and solutions were
developed and presented.
The K-Ready Project team and its partners will continue to meet with potential partners
and supporters through Spring of 2024 to secure funding and further develop the
recommended pilot and systems solutions with the goal to move into implementation
by Summer of next year.
This work was made possible by the Helios Education Foundation and the Early
Learning Coalition of Orange County. We are grateful to the many organizations
and leaders who supported this project and offered their time and expertise at the
numerous meetings and workshops that were held to fulfill the research and planning.

The Business of Childcare And Early Learning in Orange County | 18

 1 23
ADDENDUM — VISION FOR EARLY CARE
AND EDUCATION
This project – made possible with a generous grant from the Helios Education Foundation – was
born out of the K-Ready Community Project, a collaborative movement and systems change
effort started prior to the pandemic in partnership with the Early Learning Coalition of Orange
County. K-Ready is committed to making early childhood a top priority, building, and investing
in a better system of care and education for our youngest children to ensure that ALL children
start Kindergarten ready to thrive.

We believe that investments in early childhood should be a top priority in our community, on
par with other community priorities, like affordable housing, poverty, and hunger.
Why is early childhood so important?
Why investments in early childhood are so important

Key to Prosperity
The best way to build more prosperous and thriving communities and families is to invest in
the education and well-being of their children during the critical early years.

Childcare is Essential
Childcare is a driver of the workforce shortage and slow recovery. Without enough affordable
and quality childcare spots, parents (especially women) can’t go back to work.

Falling Further Behind

Pre-pandemic, HALF of children started Kindergarten NOT READY. Now, preschool enrollment
(0-4) is down due primarily to the teacher shortage, and children are falling further behind.

Pillars of a K-Ready Community

The research and planning project in this paper has focused primarily on addressing the critical
issues affecting access to quality early care and education – such as under-investment and
affordability, teacher and childcare seat shortages, and provider stability.

As previously stated, investments in early childhood can generate a return on investment of

more than 13%. However, to realize these returns, investments must address the
developmental needs of the whole child across three pillars – Healthy Beginnings,
Access to Quality Early Learning, and Strong Families.

19 | A Research and Planning Project. Key Findings and Recommendations.

 ab c
Pillars of a K-Ready Community
Pillars of aofK-Ready
Pillars Community Cont’d
a K-Ready Community

mothers, babies,
Healthy Beginnings – All mothers, babies, and
and children
children receive
receive the
the healthcare,
healthcare,
services they
screenings, and follow up services they need
need to
to be
be healthy
healthy and
and to
to meet
meet
developmental milestones.

children have
Access to Quality ECE – All children have access
access to
to quality
quality early
early care
care and
and
Kindergarten. No
education to be ready for Kindergarten. No family
family will
will pay
pay more
more than
than 10%
10%
childcare. Teachers
percent of income for childcare. Teachers are
are supported
supported and
and earn
earn aa living
living wage.
wage.

with young
Strong Families – Families with young children
children have
have the
the support
support they
they need
need from
from
their communities and employers
employers to
to provide
provide aa safe,
safe, stable,
stable, and
and nurturing
nurturing
environment for their children.
children.

Three advisory
Three committees
advisory committees were assembled
were assembled to identify
to identifygoals, issues,
goals, priorities,
issues, and
priorities, and
A
recommendations d v i s
foro r y C
each o m
of m i t
these t e e M e
pillars.m b e r s - 2 0
Recommendations2 3 in
recommendations for each of these pillars. Recommendations in this report were this report were developed
99

primarily by theprimarily
developed Early Care andEarly
by the Education team
Care and along with
Education teamother partners.
along Participants
with other of all the
partners.
advisory committees are listed below with committee leads in bold.
Participants of all the advisory committees are listed below with committee leads in bold.
Healthy High-quality Care Strong
Beginnings
Healthy &High-quality
Education Care Families
Strong
Beginnings & Education Families
Thelisha Thomas, Healthy Start Alfreda Clark, West Lakes Early Learning Mike Bryant, Embrace Families
Dr.Thelisha
Lloyd Werk, Nemours
Thomas, Hospital
Healthy Start KarenAlfreda
Willis, Clark,
Community
West Advocate
Lakes Early Learning Lee Mike
Seinhauer, GOBA
Bryant, Embrace Families
Dr. Dr.
Candice
LloydJones,
Werk,Edgewater Pediatrics
Nemours Hospital CindyKaren
Jurie,Willis,
ELCOCCommunity
(retired) Advocate Lavon
LeeWilliams,
Seinhauer,Orange
GOBA County
Dr. Dr.
Claudia
ClaudiaTaboada,
Taboada,Nemours
Nemours Melanie Kestory,
Dr. Cindy ELCOC
Jurie, ELCOC Rachel Allen,
Lavon Peace &
Williams, JusticeCounty
Orange Institute
Dr. Dr.
Shannon
Candice Scott Schellhammer,
Jones, Winnie
Edgewater Pediatrics Pam Pam
Clark,Clark,
OCPSOCPS Sandi Vidal,Allen,
Rachel Central Florida
Peace Foundation
& Justice Institute
Palmer
Dr. Claudia Taboada, Nemours Ali DeMaria, Winter
Ali DiMaria, ParkPark
Winter Day Nursery
Day Nursery Joy Chuba, Osceola
Sandi Vidal, Children’s Advocacy Ctr
CF Foundation
Martha Fitzpatrick,
Dr. Shannon ScottChildren’s Home Society
Schellhammer, Winnie Thelisha Thomas,
Thelisha Healthy
Thomas, Start Start
Healthy David
JoyCavalleri, FL Alliance
Chuba, Osceola for Healthcare
Children’s AdvocacyValue
Ctr
Diane Thompson, Valencia College
Palmer IleneIlene
Wilkins, UCP Central
Wilkins, FL FL
UCP Central Martha Are, Homeless
Dr. David Cavalleri, Services Network
FL Alliance for Healthcare Value
Marie Martinez,
Martha Howard
Fitzpatrick, Phillips Center
Children’s Home Society Kissha Ballard,
Kissha ECE provider
Ballard, ECE provider Ray Martha
Larsen, Heart of FL United
Are, Homeless Way Network
Services
Valentine Palmer, Head Start
Diane Thompson, Valencia College Tammy Tener,Tener,
Tammy FL Family Childcare
FL Family HomeHome
Childcare Assoc.Assoc. Patricia Reda, City of Orlando
Ray Larsen, Heart of FL United Way
Kerry-Ann Smith, Head
Marie Martinez, Start Phillips Center
Howard Judy Judy
Levin,Levin,
UCF UCF Robbie Vogan, Embrace
Dr. Patricia Reda, CityFamilies
of Orlando
Sara Osborne,Palmer,
Valentine Orlando Health
Head Start Sharon Carnahan,
Sharon Rollins
Carnahan, College
Rollins College Rebecca
RobbieLeininger,
Vogan, Embrace
Embrace Families
Families
PatKerry-Ann
Frank, 4C Smith, Head Start SonyaSonya
Hill, Orange Co. Head
Hill, Orange Start Start
Co. Head Maureen
RebeccaBrockman, Embrace
Leininger, Embrace Families
Families
Liliana
SaraLopez, EarlyOrlando
Osborne, Head Start
Health Kim Renk,
Dr. Ki mUCF
Renk, UCF MimiMaureen
Coenen,Brockman,
Career Source CF (former)
Embrace Families
Pat Frank, 4C Kate Kate
Byrne, EarlyEarly
Byrne, Learning Shared
Learning Services
Shared Services JB Boonstra, AdventHealth
Mimi Coenen, Career Source CF
Liliana Lopez, Early Head Start GerritGerrit
Van Lent, FL Children’s
Van Lent, Movement
FL Children’s (former)
Movement JB Boonstra, AdventHealth
1

K-Ready Priorities
TheKAdvisory
-Ready Committees
Priorities developed recommendations for the key problems and priorities
that should be addressed in each of the three K-Ready pillars. Efforts are underway to further
develop and fund pilot solutions presented in this report to address the critical issues related
to childcare and early
The Advisory learning.
Committees Once funding
developed is secured, these
recommendations pilot
for the and
key systemsand
problems solutions will
move to implementation
priorities that should be in addressed
early 2024.in each of the three K-Ready pillars. Efforts are
underway to further develop and fund pilot solutions presented in this report to address
Priorities listed for Healthy Beginnings and Strong Families can be facilitated through
the critical
community issues related
partnerships to childcare
in parallel and early learning.
with implementation Once
of the ECEfunding is secured, these
pilot IIA.
pilot and systems solutions will move to implementation in early 2024.

The Business of Childcare And Early Learning in Orange County | 20

19
 1 23
Healthy Beginnings
Problems:
• Significant disparities exist in access and utilization of healthcare services for mothers
and babies
• There is limited awareness of importance of early childhood development and what
children need for a strong start
Priorities:
• Expansion of access and utilization of home visitation and telehealth services
• Integrated system of care and navigation for parents and infant well-being
• Knowledge campaigns on importance of early childhood development

High Quality Care and Education

Problems:
• Early care and education centers are facing massive teacher shortages and growing wait
lists, making it harder for parents to find quality childcare
• Inadequate funding for early education means that most families can’t afford it, and most
ECE teachers do not earn a living wage
Priorities:
• Supported providers and enough childcare seats to meet the needs of families
• Teacher workforce pipeline and career development. Appropriate teacher pay
• Public-private funding sources and employer support. Local and state advocacy

Strong Families
Problems:
• Too many families are not getting the support they need to survive or thrive and are not well
equipped to prevent or manage setbacks and trauma
• Place matters, yet many neighborhoods do not provide safe, stable, nurturing environments
for families and children to live, work, learn, and play
Priorities:
• Resources, training, and support to help build resiliency and protective factors in families
• Commitment and investments in creating safe, supportive, and nurturing neighborhoods
• Centralized access and navigation hubs to connect families with resources and supports

21 | A Research and Planning Project. Key Findings and Recommendations.

 ab c
The work and priorities of K-Ready and this project were guided by an Early Childhood
Systems Framework shown below. This framework, developed by the K-Ready team,
outlines the key components and sub-systems that should be present in a community to
EarlythatChildhood
ensure all children haveSystems
a strong start Framework and
and a bright future. TheScorecard
framework reflects a
The worksystem
complex and priorities of K-Ready
with multiple, and this project
inter-related were guided
sub-systems and by an Earlyintegrated
requires Childhoodand
Systems Framework
collaborative industryshown below.data
supports, This systems,
framework, developed
funding, andby the K-Ready
advocacy team,and
to build outlines
nurture
athe key components
better system of care andand
sub-systems
educationthatforshould be present in a community to ensure that
children.
all children have a strong start and a bright future. The framework reflects a complex system
with multiple, inter-related sub-systems and requires integrated and collaborative industry
Early Childhood
Childhood Systems
Systems Framework
Framework
supports, dataEarly
systems, funding, and advocacy to build and nurture a better system of care
and education for children. Goal
Goal We are
We
Vision
Vision
are aa community
community united
united and
and To build
To build aa better
Mission
Mission
better system
system of
of care
care and
and education
education
100% Kindergarten
100% Kindergarten Ready
Ready committed to
committed to making
making for early
for early childhood
childhood soso EVERY
EVERY child
child has
has aa
Early Childhood Systems Framework
early childhood
early childhood aa top
top priority.
priority. strong start
strong start and
and aa bright
bright future
future

Components and
and Vision Mission
Components Goal We are a community united and To build a better system of care and education
Sub-systems
Sub-systems 100% Kindergarten Ready committed to making for early childhood so EVERY child has a
early childhood a top priority. strong start and a bright future

Healthy Beginnings
Healthy
Components Beginnings
and High-quality Care
High-quality Care &
& Education
Education Strong Families
Strong Families
Sub-systems
•• Access to
Access to pre-natal
pre-natal healthcare
healthcare and
and •• Standard working
Standard working definition
definition of
of Kindergarten
Kindergarten •• Resources to
Resources to build
build family
family protective
protective factors
factors
women’s wellness
women’s wellness care
care Ready
Ready
•• Safe and
Safe and stable
stable housing
housing and
and environments
environments
•• Access to
Access Healthyfamily,
to maternal,
maternal, Beginnings
family, and infant
and infant •• High-quality
Sufficient
Sufficient Care
funding for
funding for & Education
affordability
affordability and quality
and quality Strong Families
•• Access to
Access to spaces
spaces that
that facilitate
facilitate community
community
post-partum
post-partum care
• Accesscare and supports
and supports
to pre-natal healthcare and •• •Supported
Standard ECE
Supported working
ECE definition
industry
industry withofright
with Kindergarten
right ## of quality •
of quality Resources to build
and sense
and sense family protective factors
of belonging
of belonging
•• Childhood women’s wellness
Childhood healthcare care
healthcare workforce/access
workforce/access Ready
seats
seats to meet
to meet needs
needs of
of children
children and
and families
families • Safe and stable housing and environments
•• Connections
Connections to to resources
resources that
that meet
meet basic
basic
•• Early• screening
Early
Access to maternal, family, and infant
screening && resolution
resolution ofof health
health • Sufficient funding for affordability and quality • Access to spaces that facilitate community
•• Early
Early learning
learning workforce
workforce (supports,
(supports, standards,
standards, needs and
needs and rights
rights of
of families
families
post-partum care and supports •pay,
Supported ECE industry
and developmental
and developmental issues
issues pay, career pipeline
career pipeline and with
and right # of quality
development)
development) and sense of belonging
• Childhood healthcare workforce/access seats to meet needs of children and families •• Workplaces
Workplaces that
that support
support and
and enable
enable
• Connections to resources that meet basic
•• Integrated services
Integrated services and
and navigation
navigation •• Screening &
Screening & intervention
intervention for
for special
special needs
needs strong families
strong families
• Early screening & resolution of health • Early learning workforce (supports, standards, needs and rights of families
and developmental issues pay, career pipeline and development) • Workplaces that support and enable
• Integrated services and navigation
• Screening & intervention for special needs strong families
Foundational Components
Foundational Components and
and Sub-Systems
Sub-Systems
Supported
Supported
Foundational ECE
ECE
Components Integrated Data
and Sub-Systems Integrated Data &
& Sustainable,
Sustainable, Alliance-building
Alliance-building
Industry &
Industry & Providers
Providers Metric Systems
Metric Systems $$ Braided Funding
Braided Funding & Advocacy
& Advocacy
Supported ECE Integrated Data & Sustainable, Alliance-building
Industry & Providers Metric Systems $ Braided Funding & Advocacy
10

An Early Childhood Scorecard is in development, in partnership with DataKind and

An Early Childhood Scorecard is in development, in partnership with DataKind and funded by
funded by Central Florida Foundation with a working model targeted Spring 2024.
Central Florida Foundation with a working model targeted Spring 2024.

Early EChildhood
arly ChildhScorecard
ood ScorecConcept
ard Concept

Kindergarten
Kindergarten Occupancy
Occupancy 33 &
& 4-Yr-Olds % of
in %
4-Yr-Olds in of Income
Income Pre-natal care
Pre-natal care %% Limited
Limited % Limited
% Limited Access
Access %
% Children
Children at
at
Readiness (Enrolled/Cap)
(Enrolled/Cap) Formal ECE
Formal ECE on Childcare
on Childcare access
access Healthcare
Healthcare to Support
to Support 200% Poverty
200% Poverty
Readiness
55%
55% 80%
80% 70%
70% 30%
30% 79%
79% 50%
50% TBD
TBD TBD
TBD
(No change)
(No change) (Declining)
(Declining) (Improved)
(Improved) (No change)
(No change) (Improving)
(Improving) (Declining)
(Declining) (No change)
(No change) (Increasing)
(Increasing)

By Census
By Census By Zip
By Zip Code
Code By Census
By Census By Census
By Census By Census
By Census By Census
By Census By Census
By Census By Census
By Census
Tract
Tract Zone
Zone Tract
Tract Tract
Tract Tract
Tract Tract
Tract Tract
Tract Tract
Tract

Driver
Driver Driver
Driver Driver
Driver Driver
Driver Driver
Driver Driver
Driver Driver
Driver Driver
Driver
Metrics
Metrics Metrics
Metrics Metrics
Metrics Metrics
Metrics Metrics
Metrics Metrics
Metrics Metrics
Metrics Metrics
Metrics

85%
85% 90%
90% 85%
85% <10%
<10% 85%
85% <10%
<10% <10%
<10% <10%
<10%
2030 Goal
2030 Goal 2030 Goal
2030 Goal 2030 Goal
2030 Goal 2030 Goal
2030 Goal 2030 Goal
2030 Goal 2030 Goal
2030 Goal 2030 Goal
2030 Goal 2030 Goal
2030 Goal

21
The Business of Childcare And Early Learning in Orange County | 22
Let’s build and sustain a
childcare and early learning
infrastructure that provides
access to high-quality early
care and education for all
children and families that
need it in the neighborhoods
where families live and work
in Orange County.
The Business of Childcare
And Early Learning
in Orange County
A Research and Planning Project
Funded by Helios Education Foundation

Key Findings and Recommendations

November 2023

The K-Ready Community Project

leslie@MingaAdvisors.com
www.GetKReady.com

K-Ready
COMMUNITY

A Voice for Children