cost of quality childcare survey analysis - … of quality childcare survey analysis ... 2 from an...
TRANSCRIPT
1750 H Street NW, 2nd Floor, Washington, DC 20006
P 202.756.2971 F 866.808.6585 hanoverresearch.com
MARKET EVALUATION SURVEYING DATA ANALYSIS BENCHMARKING LITERATURE REVIEW
Cost of Quality Childcare Survey Analysis
Prepared for the Massachusetts Department of Early Education and Care In the following pages, Hanover Research presents a detailed analysis of the responses provided to the Cost of Quality Childcare Survey, conducted on behalf of the Massachusetts Department of Early Education and Care. The survey covered the topics of staff salaries and benefits, professional development, occupancy costs, curriculum and assessment, classroom materials, and other expenses related to childcare.
2
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Overview
In the following pages, Hanover Research presents a detailed analysis of the responses provided to the Cost of Quality Childcare Survey, conducted on behalf of the Massachusetts Department of Early Education and Care. The survey covered the topics of staff salaries and benefits, professional development, occupancy costs, curriculum and assessment, classroom materials, and other expenses related to childcare. After removing all duplicates, incomplete responses,1 and Family Child Care Systems (considered invalid for the purposes of this survey), we were left with a total of 379 respondents2 and an overall response rate of 22.8 percent). The majority of the survey questions solicited a write-in response; therefore, some of the responses needed to be edited to be used in our analysis. All responses of “0” were omitted from the analyses. All ranges of responses were averaged (for example, “35-40” became 37.5) and non-numeric responses were either removed or converted to their corresponding value. Finally, we also removed any invalid responses (for example, responses of more than 365 if the question asked for the number of days each year) or extreme outliers (for example, an hourly wage of $200 that suggests the respondent reported the total amount for all employees in that position). While there was no specific methodology for removing invalid or deviant responses, we generally attempted to remove only responses that seemed implausible based on other data provided. For each survey item, we provided group-level trends on the responses provided. The specific elements presented for each survey item are explained in the table below. In our analysis, when we describe the typical range of responses for a given questionnaire item, we are describing the distribution of the middle 50 percent of responses, which falls between the 1st quartile and the 3rd quartile.
Explanation of Terms
Category
Count The number of non-zero responses provided for the given item
Mean The sum of all values provided divided by the number of non-
zero responses provided
Minimum The lowest non-zero response provided
1st Quartile The cutoff of the lowest 25 percent of responses
Median The middle value of the responses provided
3rd Quartile The cutoff of the highest 25 percent of responses
Maximum The greatest response provided
1 A response was determined to be complete if at least one field of financial data was entered. 2 From an initial 732 items.
3
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
The figure on the following page illustrates the breakdown of facility classifications of the survey respondents. As shown, over half of respondents represented a center-based or school-based program, while a comparatively small proportion represented an after-school or out-of school time program.
Facility Classifications
n=374
The next figure shows the breakdown of enrollment for each age group. Programs enrolling infants typically enrolled between one and 10 children, while it was considerably more common for programs directed at toddlers and preschool-aged children to enroll 11 or more children.
Number of FTE Children Enrolled
After-School or Out of
School Time Program
7%
Center-Based or School-
Based Program
57%
Family Child Care
Program 36%
58
4 24
124
136
69
27
66
28
3
132 53
Infants (0-15 months) Toddlers/Preschool (older than 15months up to 5 years)
School-Age (older than 5 years)
1 child 2-10 children 11-30 children More than 30 children
4
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
The next table shows that toddler/preschool programs were the most common, with 338 respondents enrolling this age group in their program. The average enrollments across all respondents for toddler/preschool programs and school-age programs were quite high, at 35.8 and 40.4, respectively.
Group Data on Number of Children Enrolled
Infants (0-15
months) Toddlers/Preschool (older
than 15 months up to 5 years) School-Age (older
than 5 years)
Count 212 338 174
Mean 5.53 35.79 40.37
Minimum 0.2 1 1
1st Quartile 1 5 2
Median 3 19 8.5
3rd Quartile 7 47 42
Maximum 57 751 800
5
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Executive Summary
The report is organized around the six primary sections of the survey. More than half of respondents (57 percent) represented a center-based or school-based program, while 36 percent represented family child care programs and 7 percent represented after-school or out of school time programs. Overall, central city-based facilities tended to have the highest expenses, while costs were considerably lower among facilities located in towns, suburbs, and rural areas. There were no consistent trends in spending among the three program classification categories, though in many cases, budgets appeared to be lower among family child care programs and higher among after-school or out of school time programs and center-based or school-based programs. In many instances, the group mean for a given survey item was considerably higher than the group median. In general, this suggests that a small subset of very high values impacted the group average, while the majority of respondent values were clustered around a smaller value. Section I. Staff Salaries and Benefits For the director and assistant director positions, a strong majority of respondents employ just one staff member. Conversely, half of respondents indicated that between two and 11 staff members are employed in the teacher position, with a group average of approximately nine teachers on staff. Directors, assistant directors, and teachers were most likely to work full time (40 hours per week) or close to it, while assistant teachers, classroom support, and administrative support typically appeared to work on a part-time basis. Respondents reported higher average hourly wages for administrative support and directors, followed by classroom support and assistant directors. Similarly, the highest average annual salaries, as demonstrated by the group mean and median, were observed among directors and administrative support. Responses varied for the average number of days substitutes were used: the group median was 20, while the group average was 54. Conversely, over half of respondents indicated that the average cost of a substitute for one day of work was between $50 and $96, with a group median and mean of $72 and $78, respectively. Teachers and directors were the most likely to receive all three types of benefits (healthcare, unemployment insurance, and fringe), and healthcare benefits tended to be the most common benefits received across the board. The highest average amounts were spent on healthcare benefits for teachers, fringe benefits for classroom
6
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
support, and fringe benefits for teachers. Overall, unemployment insurance benefits had the lowest average annual amounts across all position categories. Section II. Professional Development Teachers and directors were the most likely to benefit from spending on professional development courses and/or programs. The group means are considerably higher than the group medians, suggesting that there were several high values provided. Overall, spending on professional development courses and/or programs appears to be highest for classroom support staff and teachers. Teachers and directors were also the most likely to benefit from spending on professional development materials. On average, teachers received the highest average amounts of spending on professional development materials, while the values were generally comparable across the other four direct service positions. Of the five additional spending categories related to professional development, the most common type of professional development for which spending was reported was “professional development for licensing requirements,” while the highest group mean was for “college-level courses.” When asked to indicate how much their facility spends each year on instructors hired to teach professional development courses, half of the 114 respondents who answered this question provided a response of between $300 and $1,875, with a group mean of $2,393. When asked how much their facility spends each year on staffing costs associated with covering staff who are participating in professional development courses or programs, half of the 97 respondents reported spending between $300 and $2,000 for these staffing costs, with a group mean of $1,819. When asked to report how many hours are available in professional development release time each year for direct service staff, all positions received roughly similar amounts of release time, with classroom support staff and teachers receiving a few more days for professional development, on average Section III. Occupancy Costs When asked to indicate the quality of their space based on the following classifications provided by the Building Owners and Managers Association, nearly two-thirds of respondents (63.9 percent) identified with Class B, while 20.2 percent and 16 percent of respondents selected Class A and Class C, respectively. In describing the geographic location of their facility, the most common response was “town” (42.9 percent of respondents), followed by “central city” at 29.1 percent.
7
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Over half of respondents (59.1 percent) indicated that they own their property, while 23.3 percent and 17.6 percent of respondents lease or rent their facility, respectively. Lessees and renters had higher mean values for utilities than owners, at $18,547 and $17,884 in annual costs, respectively. Renters had the highest mean value ($4,878) for spending on classroom play spaces or environments, while owners had the lowest mean value ($2,983). The most common item (23.3 percent of respondents) to be subsidized or donated to lessees was repair, renovation, and maintenance services. Conversely, rent and repair, renovation, and maintenance services were subsidized or donated to nearly one-fifth of renters. Section IV. Curriculum and Assessment This section reviews questions relating to curriculum and assessment, including monetary costs and hours dedicated to planning and test administration. Typical spending was considerably higher for curriculum materials than for assessment tools, and the group mean for curriculum materials was more than double the group mean for assessment tools ($4,502 compared to $1,996). Directors, assistant directors, and teachers all dedicate approximately the same amount of time to curriculum preparation (average of around eight hours each week) while assistant teachers devote an average of 5.3 hours each week. When asked to report how many hours direct service staff members devote each week to administering and scoring student assessments, the mean value for assistant directors was highest at 5.3 hours each week, followed by teachers (5.1 hours) and directors (4.8 hours). Section V. Classroom Materials When asked to report how much their facility spends each year on several types of classroom expenses, art materials received the highest group mean spending amount ($1,288), followed by materials to support language and literacy ($932) and materials for gross motor development ($848). Interestingly, the group medians for all classroom expenses (excluding art materials) were between $173 and $250, indicating that the middle ranges of values for all expenses were somewhat similar. When asked to indicate the percentage of the classroom materials from the previous question that were purchased used or second-hand, over half of respondents purchased less than 10 percent of these classroom materials second-hand or used. Childcare providers that purchased more than 75 percent of these items second-hand or used constituted just 6 percent of the sample.
8
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Among the three materials related to personal care routines, annual spending on cots and bedding typically ranged from $100 to $500, with a group average of $891, making it the least costly material related to personal care routines. Toileting and diapering was the most expensive, with half of respondents indicating that their facility spent between $150 and $1,000, and a group average of $1,563. The most costly food-related expense appeared to be for staff to provide food, which had a group average of $20,323. Although just 65 respondents indicated that this expense was applicable, half of those respondents reported paying between $2,000 and $20,462. Snacks were the least costly food-related expense, which cost half of respondents between $1,000 and $5,000 and had a group average of $4,950. A total of 148 respondents indicated that they receive a food allowance from the Child and Adult Care Food Program (CACFP), which amounts to 56 percent of respondents who answered this question. This amount typically ranged from $300 to $23,250, and the group average of $26,749 suggests that there were several facilities receiving very large amounts from CACFP. Although budgets for office supplies appeared to be somewhat higher than the three types of computer-related expenses overall (based on the upper boundary of the mid-50 percent of responses), the group average for IT support ($20,093) is by far the highest of the four, most likely because of several facilities budgeting very large amounts of funding for this expense. Over half of respondents employ a janitor or contract with a janitorial service (132 versus 129). Facilities that use a janitor or janitorial service budget a considerably higher amount for these services (mean of $18,339) than facilities without janitorial services spend on cleaning supplies (mean of $841). Among facilities that do not employ a janitor or contract with a janitorial service, directors and teachers were most likely to perform any cleaning-related duties. Interestingly, all four direct service positions typically spent the same amount of time performing these duties: across all job categories, the middle-50 percent of responses were in approximately the same range. The group means, however, indicated that teachers and directors may have spent more time performing cleaning-related duties (means of 209 and 236 hours, respectively, versus 183 hours for assistant teachers and 151 hours for assistant directors). Section VI. Other Expenses Among seven miscellaneous expenses, the widest middle 50-percent ranges of values were provided for transportation and administrative office supports, and the highest group means were for administrative office supports, transportation, and licensing fees.
9
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Of the four types of spending related to parent outreach and involvement, the highest group median value was for parent nights ($400), while the highest group mean was for home visits ($3,300).
10
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Section I: Staff Salaries and Benefits
In this section, we review questionnaire items relating to staff salaries and benefits. First, respondents were asked to report how many direct service staff members their facility employs in each of six positions: Director, Assistant Director, Teacher, Teacher Assistant/Aide, Classroom Support (e.g., social workers, nurses, etc.), and Administrative Support (e.g., executive directors, HR representatives, etc.). Table 1.1 demonstrates the trends in the number of staff employed in each position. For the director and assistant director positions, a strong majority of respondents employ just one staff member. Conversely, half of respondents indicated that between two and 11 staff members are employed in the teacher position, with a group average of approximately nine teachers on staff.
Table 1.1: Number of Direct Service Staff by Position
Director Assistant Director
Teacher Assistant Teacher
Classroom Support
Administrative Support
Count 295 121 297 237 65 120
Mean 1.69 1.21 8.83 4.20 3.88 2.68
Minimum 1 1 1 1 1 0.5
1st Quartile 1 1 2 1 1 1
Median 1 1 6 2 2 2
3rd Quartile 1 1 11 4 4 3
Maximum 150 4 80 78 30 15
Next, respondents were asked to report the average number of hours per week worked by staff members in each of the six positions. For this item, we removed invalid responses of over 100 hours. Directors, assistant directors, and teachers were most likely to work full time (40 hours per week) or close to it, while assistant teachers, classroom support, and administrative support typically appeared to work on a part-time basis.
Table 1.2: Average Hours Worked Per Week
Director Assistant Director
Teacher Assistant Teacher
Classroom Support
Administrative Support
Count 292 120 291 232 61 113
Mean 42.12 35.89 36.35 25.94 24.57 33.07
Minimum 1 2 1 1 0.25 1
1st Quartile 40 35 31.75 16 8 30
Median 40 40 40 25 30 37.5
3rd Quartile 50 40 40 35.06 40 40
Maximum 75 55 100 100 42 80
11
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Next, respondents were asked to indicate the average hourly wage or annual salary for direct service staff members in each of the six positions. For this item, outlier responses of over $200/hour were removed.
Table 1.3: Average Hourly Wage
Director Assistant Director
Teacher Assistant Teacher
Classroom Support
Administrative Support
Count 130 72 215 186 38 65
Mean $20.78 $17.06 $13.33 $10.12 $18.28 $22.32
Minimum $3 $8 $3 $7 $9 $9
1st Quartile $16 $14 $11 $9 $13 $15
Median $20 $16 $13 $10 $15 $20
3rd Quartile $25 $19 $15 $11 $20 $28
Maximum $50 $42 $33 $19 $75 $50
Figure 1.1 illustrates the mean and median values of the average hourly wages reported for each position. As shown, respondents reported higher average hourly wages for administrative support and directors, followed by classroom support and assistant directors.
Figure 1.1: Mean and Median Average Hourly Wage
Likewise, Table 1.4 demonstrates the average annual salaries reported by respondents. For this item, outlier responses of less than $1,000 were removed.
$21
$17
$13
$10
$18
$22 $20
$16
$13
$10
$15
$20
Director AssistantDirector
Teacher AssistantTeacher
ClassroomSupport
AdministrativeSupport
Mean Median
12
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Table 1.4: Average Annual Salary
Director Assistant Director
Teacher Assistant Teacher
Classroom Support
Administrative Support
Count 184 64 126 70 26 58
Mean $48,490 $37,131 $30,767 $16,791 $29,513 $46,587
Minimum $7,000 $5,000 $4,000 $1,750 $1,500 $2,000
1st Quartile $35,750 $30,000 $22,220 $10,670 $25,254 $31,569
Median $42,000 $35,480 $27,632 $16,564 $33,000 $47,500
3rd Quartile $53,500 $42,004 $33,750 $21,882 $37,322 $60,975
Maximum $590,300 $90,000 $270,000 $86,505 $45,000 $100,000
Once again, the highest average salaries, as demonstrated by the group mean and median, were observed among directors and administrative support. These trends are illustrated in Figure 1.2.
Figure 1.2: Mean and Median Average Annual Salary
Respondents were then asked to report the average number of days substitute teachers were used within the child care center over the past year. For this item, invalid responses of more than 365 days were removed. Respondents were then asked to report the average cost of a substitute for one day of work. The group trends for both items are shown in Table 1.5. Responses varied for the average number of days substitutes were used: the group median was 20, while the group average was 54. Conversely, over half of respondents indicated that the average cost of a substitute for one day of work was between $50 and $96, with a group median and mean of $72 and $78, respectively.
$48,490
$37,131
$30,767
$16,791
$29,513
$46,587 $42,000
$35,480
$27,632
$16,564
$33,000
$47,500
Director AssistantDirector
Teacher AssistantTeacher
ClassroomSupport
AdministrativeSupport
Mean Median
13
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Table 1.5: Substitute Teacher Use and Cost
Number of Days Substitutes
Were Used Average Cost of a Substitute
for One Day of Work
Count 201 216
Mean 54 $78
Minimum 1 $5
1st Quartile 5 $50
Median 20 $72
3rd Quartile 60 $96
Maximum 300 $688
The most common response with respect to the number of days substitute teachers were used was of 10 days or fewer (39 percent), followed by responses of more than 50 days (27 percent).
Figure 1.3: Number of Days Substitute Teachers Were Used
n=201
The next item asked respondents to report how much their child care center spends each year on supervision. This item received a wide range of responses, with the middle 50 percent of responses ranging from approximately $5,000 to $100,000. Due to the large proportion or respondents providing a value of over $100,000 (24 percent), the average amount reported among the group was $110,397. Outlier values of less than $100 were removed.
10 days or fewer 39%
11-20 days 16%
21 to 50 days 18%
More than 50 days
27%
14
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Table 1.6: Average Amount Spent on Supervision Annual Supervision Spending
Count 148
Mean $110,397
Minimum $100
1st Quartile $5,000
Median $34,000
3rd Quartile $100,000
Maximum $856,000
Figure 1.4: Distribution of Annual Supervision Spending
n=148
Next, respondents were asked a series of questions pertaining to various benefits. Question 8 asked which of the direct service staff members receive healthcare benefits, Question 10 asked which of the direct service staff positions receive unemployment insurance benefits, and Question 11 asked which of the direct service staff positions receive fringe benefits. Figure 1.5 illustrates the number of respondents that indicated that benefits are provided for each position. As shown, teachers and directors were the most likely to receive all three types of benefits, and healthcare benefits tended to be the most common benefits received across the board.
$5,000 or less 27%
$5,001-$20,000
15% $20,001-$50,000
16%
$50,001-$100,000
18%
More than $100,000
24%
15
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Figure 1.5: Benefits by Position
Respondents who answered any of these questions affirmatively were then prompted to clarify the average annual amount spent for each benefit for each relevant position. Figure 1.6 illustrates the average amounts provided for each benefit by position.
Figure 1.6: Average Annual Benefits Spending by Position
As shown in the figure above, the highest average amounts were spent on healthcare benefits for teachers, fringe benefits for classroom support, and fringe benefits for teachers. Overall, unemployment insurance benefits had the lowest average annual
155
81
160
72
40
85
117
61
127
88
35
65
133
68
141
87
35
69
Director AssistantDirector
Teacher TeacherAssistant/Aide
ClassroomSupport
AdministrativeSupport
Healthcare Benefits Unemployment Insurance Benefits Fringe Benefits
$8,193 $7,137
$30,025
$14,411
$18,325
$11,909
$2,463 $1,792
$7,158 $5,537
$6,564
$2,386
$6,911 $5,067
$22,657
$16,271
$25,479
$10,725
Director AssistantDirector
Teacher TeacherAssistant/Aide
ClassroomSupport
AdministrativeSupport
Healthcare Benefits Unemployment Insurance Benefits Fringe Benefits
16
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
amounts across all position categories. The next few tables provide group trends for each of the three types of benefits. Table 1.7 demonstrates group trends for healthcare benefits provided to staff members in each position. For this item, outlier values of less than $50 were removed. Teachers had a very wide distribution of average healthcare benefits provided: half of respondents indicated that the average annual spending for healthcare benefits was between $5,511 and $41,000, with a median of $12,000. The mean of $30,025 suggests that there were several very high values provided.
Table 1.7: Healthcare Benefits
Director Assistant Director
Teacher Assistant Teacher
Classroom Support
Administrative Support
Count 109 59 115 39 25 51
Mean $8,193 $7,137 $30,025 $14,411 $18,325 $11,909
Minimum $180 $334 $150 $500 $500 $1,000
1st Quartile $3,900 $4,088 $5,511 $4,151 $5,000 $3,884
Median $6,060 $6,000 $12,000 $7,500 $6,747 $8,000
3rd Quartile $9,348 $8,276 $41,000 $19,670 $19,549 $13,225
Maximum $50,000 $20,782 $178,933 $59,049 $71,030 $75,000
Question 9 asked respondents how much their facility spends each year on health consultation services for employees. Just 39 respondents indicated that these services were provided. Half of those respondents reported that these services amounted to between $445 and $5,750, while the group average was just under $8,000.
Table 1.8: Health Consultation Services for Employees
Cost of Health Consultation Services
Count 39
Mean $7,954
Minimum $50
1st Quartile $445
Median $1,000
3rd Quartile $5,750
Maximum $107,000
Next, Table 1.9 demonstrates group trends among unemployment insurance benefits awarded to direct service staff. Teachers, classroom support staff, and assistant teachers had relatively wide ranges of values provided as well as high mean values.
17
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Table 1.9: Unemployment Insurance Benefits
Director Assistant Director
Teacher Assistant Teacher
Classroom Support
Administrative Support
Count 54 33 68 40 23 34
Mean $2,463 $1,792 $7,158 $5,537 $6,564 $2,386
Minimum $100 $166 $33 $47 $337 $200
1st Quartile $509 $537 $1,538 $575 $1,155 $860
Median $1,260 $1,000 $3,000 $2,048 $3,000 $1,318
3rd Quartile $2,628 $2,000 $10,314 $6,503 $11,014 $2,065
Maximum $20,000 $15,000 $35,692 $44,900 $30,000 $15,000
Similarly, spending on fringe benefits received a wide range of middle responses and an overall high group mean for classroom support, teachers, and assistant teachers.
Table 1.10: Fringe Benefits
Director Assistant Director
Teacher Assistant Teacher
Classroom Support
Administrative Support
Count 89 44 94 50 21 45
Mean $6,911 $5,067 $22,657 $16,271 $25,479 $10,725
Minimum $16 $20 $15 $20 $1,000 $20
1st Quartile $1,500 $1,553 $1,508 $1,070 $5,940 $2,000
Median $5,000 $5,204 $5,000 $4,000 $19,547 $5,000
3rd Quartile $8,029 $6,594 $23,868 $10,750 $38,353 $13,145
Maximum $94,348 $20,000 $190,522 $306,928 $89,095 $70,692
18
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Section II: Professional Development
This section provides a discussion of questionnaire items pertaining to professional development. The first question asked respondents to report, on average, how much their facility spends each year on professional development courses and/or programs for each of five positions: director, assistant director, teacher, assistant teacher, and classroom support. For this item, outlier values of less than $20 or more than $100,000 were removed. As shown, teachers and directors were the most likely to benefit from spending on professional development courses and/or programs.
Table 2.1: Professional Development Courses and/or Programs Spending
Director Assistant Director
Teacher Assistant Teacher
Classroom Support
Count 201 72 204 110 29
Mean $815 $712 $1,911 $1,436 $2,140
Minimum $30 $25 $50 $20 $100
1st Quartile $150 $150 $250 $100 $300
Median $300 $475 $600 $300 $1,000
3rd Quartile $700 $699 $2,000 $1,000 $2,500
Maximum $20,000 $8,000 $20,000 $20,000 $10,000
As illustrated in Figure 2.1, the group means are considerably higher than the group medians, suggesting that there were several high values provided. Overall, spending on professional development courses and/or programs appears to be highest for classroom support staff and teachers. Figure 2.1: Professional Development Courses and/or Programs – Mean and
Median Spending
$815 $712
$1,911
$1,436
$2,140
$300 $475
$600
$300
$1,000
Director Assistant Director Teacher Assistant Teacher Classroom Support
Mean Median
19
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Next, respondents were asked to report, on average, how much their facility spends each year on professional development materials for each position. For this item, outlier values of less than $20 or more than $100,000 were removed. Again, teachers and directors were the most likely to benefit from spending on professional development materials.
Table 2.2: Professional Development Materials Spending
Director Assistant Director
Teacher Assistant Teacher
Classroom Support
Count 132 41 138 66 16
Mean $343 $181 $785 $340 $387
Minimum $20 $25 $20 $20 $50
1st Quartile $100 $50 $150 $81 $100
Median $200 $100 $300 $200 $225
3rd Quartile $500 $200 $600 $476 $535
Maximum $2,000 $500 $20,000 $2,000 $1,000
Below, Figure 2.2 demonstrates that, on average, teachers received the highest average amounts of spending on professional development materials, while the values were generally comparable across the other four direct service positions. Figure 2.2: Professional Development Materials – Mean and Median Spending
The next question asked respondents to report, on average, how much their facility spends each year on each of five categories related to professional development:
College-level courses
Child Development Associate (CDA) credentialing
$343
$181
$785
$340 $387
$200
$100
$300
$200 $225
Director Assistant Director Teacher Assistant Teacher Classroom Support
Mean Median
20
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Professional development for licensing requirements
Accreditation
Quality Rating and Improvement System (QRIS) For this item, we removed any outliers of less than $20 or more than $100,000. As shown in Table 2.3, the most common type of professional development for which spending was reported was “professional development for licensing requirements,” while the highest group mean was for “college-level courses.”
Table 2.3: Spending on Other Types of Professional Development
College-
Level Courses
CDA Credentialing
Professional Development for Licensing Requirements
Accreditation QRIS
Count 99 45 191 79 113
Mean $2,021 $1,757 $1,212 $1,062 $1,292
Minimum $40 $50 $25 $25 $50
1st Quartile $500 $150 $190 $300 $200
Median $1,000 $350 $500 $600 $500
3rd Quartile $2,250 $1,500 $1,000 $1,000 $1,000
Maximum $12,000 $20,000 $20,500 $10,000 $12,000
Figure 2.3: Mean and Median Spending on Other Types of Professional
Development
Next, respondents were asked to indicate, on average, how much their facility spends each year on instructors hired to teach professional development courses. Half of the 114 respondents who answered this question provided a response of between
$2,021
$1,757
$1,212 $1,062
$1,292
$1,000
$350 $500
$600 $500
College-LevelCourses
CDA Credentialing ProfessionalDevelopment for
LicensingRequirements
Accreditation QRIS
Mean Median
21
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
$300 and $1,875, with a group mean of $2,393. The next question asked respondents how much their facility spends each year on staffing costs associated with covering staff who are participating in professional development courses or programs. Half of the 97 respondents reported spending between $300 and $2,000 for these staffing costs, with a group mean of $1,819.
Table 2.4: Costs for Instructors and Staffing
Spending for Professional Development Instructors
Staffing Costs Associated with Covering Staff Participating in
Professional Development
Count 114 97
Mean $2,393 $1,819
Minimum $50 $10
1st Quartile $300 $300
Median $500 $750
3rd Quartile $1,875 $2,000
Maximum $107,000 $17,000
Finally, respondents were asked to report how many hours are available in professional development release time each year for direct service staff. For this item, invalid responses of over 365 were removed. As shown in Table 2.6, all positions received roughly similar amounts of release time, with classroom support staff and teachers receiving a few more days for professional development, on average.
Table 2.5: Release Time for Professional Development
Director Assistant Director
Teacher Assistant Teacher
Classroom Support
Count 151 68 146 82 25
Mean 26 21 29 23 32
Minimum 2 5 1 1 1
1st Quartile 16 15 12 10 16
Median 20 20 20 20 20
3rd Quartile 35 20 29 20 35
Maximum 104 52 250 236 208
22
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Figure 2.4: Mean and Median Days of Release Time for Professional Development
26
21
29
23
32
20 20 20 20 20
Director Assistant Director Teacher Assistant Teacher Classroom Support
Mean Median
23
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Section III: Occupancy Costs
In this section, we review the responses provided to questions pertaining to occupancy costs. First, respondents were asked to indicate the quality of their space based on the following classifications provided by the Building Owners and Managers Association:
Class A: Class A buildings are the most prestigious buildings competing for premier office users with rents above average for the area. Buildings have high quality standard finishes, state of the art systems, exceptional accessibility and a definite market presence.
Class B: Class B buildings compete for a wide range of users with rents in the average range for the area. Building finishes are fair to good for the area. Building finishes are fair to good for the area and systems are adequate, but the building does not compete with Class A at the same price.
Class C: Class C buildings compete for tenants requiring functional space at rents below the average for the area.
As illustrated in Figure 3.1, nearly two-thirds of respondents (63.9 percent) identified with Class B, while 20.2 percent and 16 percent of respondents selected Class A and Class C, respectively.
Figure 3.1: Quality of Space
n=238
The next item asked respondents to choose the category that best describes the geographic location of their facility. The most common response was “town,” at 42.9 percent of respondents, followed by “central city” at 29.1 percent.
Class A 20%
Class B 64%
Class C 16%
24
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Figure 3.2: Geographic Location of Facility
n=296
Respondents were then asked to indicate if they own, rent, or lease their property, based on the following definitions:
Own: tenant is the sole owner of all facility properties
Rent: a short-term agreement with a landlord that can be changed or amended on a regular basis
Lease: a long-term contract with a landlord renting land and buildings to a tenant
Figure 3.3 demonstrates that over half of respondents (59.1 percent) indicated that they own their property, while 23.3 percent and 17.6 percent of respondents lease or rent their facility, respectively.
Figure 3.3: Tenure Status
n=296
Central City 29%
Rural 8%
Suburban 20%
Town 43%
Lease 23%
Own 59%
Rent 18%
25
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Respondents were each asked one of two questions, depending on the tenure status reported in the previous question. Property owners were asked how much their facility budgets each year for large-scale maintenance projects such as heating or cooling system installation or construction of new rooms or additions. Meanwhile, property renters and lessees were asked how much their facility pays in rent each year. For this item, we removed any outlier values of less than $50. Next, all respondents were asked to report how much their facility typically spends on utilities each year. Again, we removed any outlier responses of less than $50. Respondents were then asked to report how much their facility budgets each year for the following types of general building upkeep:
Painting
New or replacement furniture
New or replacement equipment
New or replacement cooking supplies
Other small repairs and/or renovations
For this five-part item, we removed any outlier values of less than $10. Finally, respondents were asked to report how much their facility budgets each year for new or replacement classroom play spaces or environments. The group trends are shown in the tables that follow.
Table 3.1: Occupancy Costs for Property Owners
Large-Scale
Maintenance Projects Utilities
Classroom Play Spaces or Environments
Count 78 138 84
Mean $10,398 $14,170 $2,983
Minimum $50 $200 $50
1st Quartile $1,275 $3,000 $500
Median $3,000 $5,000 $1,000
3rd Quartile $10,000 $10,000 $2,125
Maximum $100,000 $228,900 $35,000
Table 3.2: Occupancy Costs for Property Renters
Rent Utilities Classroom Play Spaces or
Environments
Count 40 29 29
Mean $48,044 $17,884 $4,878
Minimum $1,000 $500 $100
1st Quartile $12,900 $2,000 $600
Median $18,600 $4,320 $1,000
3rd Quartile $36,000 $9,360 $3,000
Maximum $600,000 $300,000 $62,000
26
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Table 3.3: Occupancy Costs for Property Lessees
Rent Utilities Classroom Play Spaces or
Environments
Count 51 51 44
Mean $70,044 $18,547 $3,771
Minimum $1,500 $300 $300
1st Quartile $20,000 $2,450 $1,000
Median $39,000 $8,000 $2,000
3rd Quartile $98,801 $19,437 $4,625
Maximum $368,000 $160,008 $21,113
Table 3.4: General Building Upkeep for Property Owners
Painting Furniture Equipment Cooking Supplies
Small Repairs & Renovations
Count 101 90 102 78 107
Mean $983 $1,292 $1,666 $729 $2,742
Minimum $10 $50 $50 $15 $100
1st Quartile $200 $213 $300 $100 $475
Median $350 $500 $500 $400 $800
3rd Quartile $1,000 $1,800 $2,000 $925 $2,000
Maximum $8,000 $7,500 $11,090 $5,000 $45,000
Table 3.5: General Building Upkeep for Property Renters
Painting Furniture Equipment Cooking Supplies
Small Repairs & Renovations
Count 22 26 29 17 34
Mean $3,735 $3,587 $3,531 $24,610 $3,553
Minimum $100 $100 $100 $25 $100
1st Quartile $250 $500 $500 $200 $300
Median $500 $1,100 $1,000 $300 $806
3rd Quartile $1,000 $2,000 $2,000 $600 $2,717
Maximum $61,500 $61,500 $61,500 $400,000 $61,500
Table 3.6: General Building Upkeep for Property Lessees
Painting Furniture Equipment Cooking Supplies
Small Repairs & Renovations
Count 42 42 50 26 51
Mean $1,370 $1,792 $2,381 $1,065 $3,631
Minimum $100 $100 $100 $100 $100
1st Quartile $300 $500 $500 $213 $1,000
Median $700 $1,250 $1,500 $425 $1,700
3rd Quartile $2,000 $2,375 $3,000 $1,375 $5,000
Maximum $6,000 $8,000 $20,000 $5,000 $30,000
27
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Figure 3.4 compares mean and median spending on utilities across all three tenure groups. As shown, lessees and renters had higher mean values for utilities than owners, at $18,547 and $17,884 in annual costs, respectively.
Figure 3.4: Mean and Median Spending on Utilities
Mean and median spending on classroom play spaces or environments are illustrated in Figure 3.5. As shown, renters had the highest mean value for this type of spending, while owners had the lowest mean value.
Figure 3.5: Mean and Median Spending on Classroom Play Spaces or Environments
The next question asked renters and lessees if rent, utilities, or repair, renovation, and maintenance services were subsidized for or donated to their facility. Figure 3.6 demonstrates that the most common item (23.3 percent of respondents) to be subsidized or donated to lessees was repair, renovation, and maintenance services.
$14,170
$17,884 $18,547
$5,000 $4,320
$8,000
Owners Renters Lessees
Mean Median
$2,983
$4,878
$3,771
$1,000 $1,000
$2,000
Owners Renters Lessees
Mean Median
28
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Conversely, rent and repair, renovation, and maintenance services were subsidized or donated to nearly one-fifth of renters.
Figure 3.6: Property Renters and Lessees with Subsidized Costs or Services3
3 Populations include 52 renters and 69 lessees
19.2%
17.3%
19.2%
14.5%
18.8%
23.2%
Rent Utilities Repair/Renovation/Maintenance Services
Renters Lessees
29
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Section IV: Curriculum and Assessment
This section reviews questions relating to curriculum and assessment, including monetary costs and hours dedicated to planning and test administration. First, respondents were asked to report how much their facility spends each year on curriculum materials and assessment tools. For both items, outlier responses of less than $20 were removed. Group trends are outlined in Table 4.1. Typical spending was considerably higher for curriculum materials than for assessment tools, and the group mean for curriculum materials was more than double the group mean for assessment tools.
Table 4.1: Spending on Curriculum Materials and Assessment Tools Curriculum Materials Assessment Tools
Count 249 200
Mean $4,502 $1,996
Minimum $50 $20
1st Quartile $500 $195
Median $1,000 $325
3rd Quartile $3,500 $1,000
Maximum $230,000 $230,000
Next, respondents were asked to report how many hours various service staff members devote each week to curriculum preparation. For this item, outlier values of over 100 were removed. In general, it appears that directors, assistant directors, and teachers all dedicate approximately the same amount of time to curriculum preparation (average of around eight hours each week) while assistant teachers devote an average of 5.3 hours each week.
Table 4.2: Hours Devoted to Curriculum Preparation
Director Assistant Director
Teacher Assistant Teacher
Count 180 70 217 95
Mean 8.24 8.04 7.89 5.32
Minimum 1 1 1 0.5
1st Quartile 3 3 3 2
Median 5 5 5 5
3rd Quartile 10 10 10 5
Maximum 60 35 80 25
Likewise, respondents were asked to report how many hours direct service staff members devote each week to administering and scoring student assessments. Again, outlier values of over 100 were removed. Table 4.3 shows that the mean value
30
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
for assistant directors was highest at 5.3 hours each week, followed by teachers (5.1 hours) and directors (4.8 hours).
Table 4.3: Hours Devoted to Administering and Scoring Assessments
Director Assistant Director
Teacher Assistant Teacher
Count 113 49 174 55
Mean 4.78 5.31 5.06 3.26
Minimum 0.25 0.5 0.25 0.5
1st Quartile 1.5 2 2 1
Median 3 4 3 2
3rd Quartile 5 5 5 5
Maximum 40 38 75 20
31
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Section V: Classroom Materials
This section reviews responses to a series of questions on the costs of various types of classroom materials. The first question asked respondents to report how much their facility spends each year on several types of classroom expenses:
Materials to support mathematical learning
Materials to support science learning
Materials to support language and literacy
Puzzles and games
Art materials
Materials related to dramatic play
Materials for music and movement
Materials for gross motor development
Materials for fine motor development
The group trends for this nine-part question are shown in Table 5.1
Table 5.1: Spending on Classroom Expenses
Math Science Language /Literacy
Puzzles /Games
Art Dramatic
Play Music/
Movement Gross Motor
Fine Motor
Count 222 218 219 219 225 216 214 212 215
Mean $764 $759 $932 $687 $1,288 $730 $716 $848 $745
Minimum $20 $20 $20 $20 $20 $20 $15 $15 $15
1st Quartile $100 $100 $100 $80 $200 $100 $96 $100 $100
Median $200 $200 $250 $180 $500 $200 $173 $250 $200
3rd Quartile $500 $400 $525 $325 $1,000 $406 $400 $500 $428
Maximum $70,000 $70,000 $70,000 $70,000 $70,000 $70,000 $70,000 $70,000 $70,000
Figure 5.1 demonstrates that art materials received the highest group mean spending amount, followed by materials to support language and literacy and materials for gross motor development. Interestingly, the group medians for all classroom expenses (excluding art materials) were between $173 and $250, indicating that the middle ranges of values for all expenses were somewhat similar.
32
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Figure 5.1: Mean and Median Spending on Classroom Expenses
The next question asked respondents to indicate the percentage of the classroom materials from the previous question that were purchased used or second-hand. Respondents selected from five categories:
Less than 10%
10-24%
25-49%
50-75%
Greater than 75%
Figure 5.2 demonstrates that over half of respondents purchased less than 10 percent of these classroom materials second-hand or used. Childcare providers that purchased more than 75 percent of these items second-hand or used constituted just 6 percent of the sample.
Figure 5.2: Percentage of Classroom Materials Purchased Used or Second-Hand
n=254
$764 $759
$932
$687
$1,288
$730 $716 $848
$745
$200 $200 $250 $180
$500
$200 $173 $250 $200
Math Science Language/Literacy
Puzzles/Games
Art DramaticPlay
Music/Movement
GrossMotor
Fine Motor
Mean Median
<10% 54% 10-24%
16%
25-49% 13%
50-75% 11%
>75% 6%
33
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Next, respondents were asked to report how much their facility spends each year on each of three materials related to personal care routines.
Cots/bedding
Toileting and diapering
Soaps and antibacterial hand washes
For this item, outlier responses of less than $10 were removed. Table 5.2 shows that annual spending on cots and bedding typically ranged from $100 to $500, with a group average of $891, making it the least costly material related to personal care routines. Toileting and diapering was the most expensive, with half of respondents indicating that their facility spent between $150 and $1,000, and a group average of $1,563.
Table 5.2: Spending on Materials Related to Personal Care Routines
Cots/Bedding Toileting and
Diapering Soaps and Antibacterial
Hand Washes
Count 162 188 229
Mean $891 $1,563 $1,086
Minimum $10 $25 $10
1st Quartile $100 $150 $100
Median $200 $400 $300
3rd Quartile $500 $1,000 $750
Maximum $70,000 $72,000 $72,000
Figure 5.3: Mean and Median Spending on Personal Care Routines
Respondents were then asked to indicate how much their facility spends each year on each of four food-related expenses:
$891
$1,563
$1,086
$200
$400 $300
Cots/Bedding Toileting and Diapering Soaps and Antibacterial HandWashes
Mean Median
34
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Breakfast
Lunch
Snacks
Cost of staff to provide food
For this item, outlier responses of less than $50 were removed. The most costly food-related expense appeared to be for staff to provide food, which had a group average of $20,323. Although just 65 respondents indicated that this expense was applicable, half of those respondents reported paying between $2,000 and $20,462. Snacks were the least costly food-related expense, which cost half of respondents between $1,000 and $5,000 and had a group average of $4,950.
Table 5.3: Spending on Food-Related Expenses
Breakfast Lunch Snacks Cost of Staff to Provide Food
Count 137 140 211 65
Mean $7,541 $13,001 $4,950 $20,323
Minimum $200 $50 $50 $200
1st Quartile $1,500 $1,475 $1,000 $2,000
Median $3,000 $4,000 $2,184 $8,000
3rd Quartile $6,000 $10,065 $5,000 $20,462
Maximum $66,400 $121,884 $50,000 $177,396
Figure 5.4: Mean and Median Spending on Food-Related Expenses
Next, respondents were asked whether or not their facility receives a food allowance from the Child and Adult Care Food Program (CACFP). A total of 148 respondents indicated that they do receive a food allowance from CACFP, which amounts to 56 percent of respondents who answered this question.
$7,541
$13,001
$4,950
$20,323
$3,000 $4,000
$2,184
$8,000
Breakfast Lunch Snacks Cost of Staff to ProvideFood
Mean Median
35
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Figure 5.5: Facilities Receiving a Food Allowance from CACFP
n=262
Respondents who answered affirmatively were then prompted to clarify the amount received from CACFP. Table 5.4 shows that this typically ranged from $300 to $23,250, and the group average of $26,749 suggests that there were several facilities receiving very large amounts from CACFP.
Table 5.4: Amount Received from CACFP Amount Received from CACFP
Count 128
Mean $26,749
Minimum $300
1st Quartile $3,000
Median $6,000
3rd Quartile $23,250
Maximum $335,694
The next question asked respondents how much their facility budgets each year for each of three computer-related expenses.
Computer hardware (i.e. computer monitors, towers, keyboards, mice, and laptops)
Computer software
Information technology (IT) support
The following question asked respondents to report how much their facility budgets each year for office supplies. For this and the previous item, outlier responses of less than $20 were removed. Group trends for all computer-related expenses and for office supplies are shown in the table below. Although budgets for office supplies appeared to be somewhat higher than the three types of computer-related expenses overall (based on the upper boundary of the mid-50 percent of responses), the group
Yes 56%
No 44%
36
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
average for IT support is by far the highest of the four, most likely because of several facilities budgeting very large amounts of funding for this expense.
Table 5.5: Spending on Computer-Related Expenses and Office Supplies
Computer Hardware
Computer Software
IT Support Office Supplies
Count 135 125 106 226
Mean $3,004 $2,272 $20,093 $4,066
Minimum $50 $20 $50 $50
1st Quartile $500 $125 $200 $463
Median $750 $300 $695 $1,000
3rd Quartile $1,850 $1,000 $1,500 $2,882
Maximum $215,000 $215,000 $1,683,012 $417,000
Figure 5.6: Mean and Median Spending on Computer-Related Expenses and
Office Supplies
Next, respondents were asked if their facility employs a janitor or contracts with a janitorial service. Slightly over half of respondents answered this question affirmatively (132 “yes” versus 129 “no”).
$3,004 $2,272
$20,093
$4,066
$750 $300 $695 $1,000
Computer Hardware Computer Software IT Support Office Supplies
Mean Median
37
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Figure 5.7: Facilities Employing a Janitor or Contracting with a Janitorial Service
n=261
Respondents who reported that their facility does employ a janitor or does contract with a janitorial service were asked to indicate how much their facility budgets each year for janitorial services. Similarly, respondents who indicated that their facility does not employ a janitor or contract with a janitorial service were asked to indicate how much their facility spends each year on cleaning supplies. As shown in Table 5.6, facilities that use a janitor or janitorial service budget a considerably higher amount for these services than facilities without janitorial services spend on cleaning supplies.
Table 5.6: Spending on Janitorial Services or Cleaning Supplies
Amount Budgeted for Janitorial
Services No Janitorial Services: Amount
Spent on Cleaning Supplies
Count 110 102
Mean $18,339 $841
Minimum $20 $30
1st Quartile $4,000 $250
Median $10,000 $450
3rd Quartile $20,000 $700
Maximum $230,000 $9,500
Respondents who indicated that their facility does not employ a janitor or contract with a janitorial service were also asked to indicate how much time directors, assistant directors, teachers, and assistant teachers spend performing cleaning-related duties each year. For this item, outlier responses 2,000 or greater were removed. As shown in Table 5.7, directors and teachers were most likely to perform any cleaning-related duties. Interestingly, all four direct service positions typically spent the same amount of time performing these duties: across all job categories, the middle-50 percent of responses were in approximately the same range.
Yes 51%
No 49%
38
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
The group means, however, indicated that teachers and directors may have spent more time performing cleaning-related duties.
Table 5.7: Hours Spent Performing Cleaning-Related Duties
Director Assistant Director
Teacher Assistant Teacher
Count 76 17 67 32
Mean 236 151 209 183
Minimum 1 10 2 2
1st Quartile 50 46 50 36
Median 200 100 120 115
3rd Quartile 360 250 260 270
Maximum 780 500 1,000 780
Figure 5.8: Mean and Median Hours Spent Performing
Cleaning-Related Duties
236
151
209
183 200
100
120 115
Director Assistant Director Teacher Teacher Assistant/Aide
Mean Median
39
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Section VI: Other Expenses
The final section asked respondents about spending patterns for various other expenses. First, respondents were asked how much their facility spends each year on each of seven expenses:
Advertising
Lawyers
Accountants
Insurance
Licensing Fees
Transportation
Administrative Office Supports
For this item, outlier values of less than $20 were removed. As shown in Table 6.1, the widest middle 50-percent ranges of values were provided for transportation and administrative office supports, and the highest group means were for administrative office supports, transportation, and licensing fees.
Table 6.1: Spending on Other Expenses
Advertising Lawyers Accountants Insurance Licensing
Fees Transportation
Administrative Office Supports
Count 154 35 152 208 204 92 64
Mean $4,255 $16,244 $7,332 $7,071 $26,151 $26,766 $42,562
Minimum $20 $50 $50 $250 $25 $60 $50
1st Quartile $213 $500 $338 $600 $100 $475 $650
Median $500 $1,000 $1,200 $2,450 $300 $2,400 $5,000
3rd Quartile $1,500 $2,000 $4,275 $6,500 $500 $18,500 $20,000
Maximum $420,000 $500,000 $600,000 $84,575 $5,211,000 $504,000 $1,500,000
Figure 6.1: Mean and Median Spending on Other Expenses
$4,255
$16,244
$7,332 $7,071
$26,151 $26,766
$42,562
$500 $1,000 $1,200 $2,450 $300
$2,400 $5,000
Advertising Lawyers Accountants Insurance Licensing Fees Transportation AdministrativeOffice
Supports
Mean Median
40
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Next, respondents were asked to report how much their facility spends each year on four types of materials and activities related to parental outreach and involvement:
Newsletters
Parent nights
Written or verbal correspondence with parents
Home visits with parents
For all four items, outlier values of less than $10 were removed. As shown in Table 6.2 and Figure 6.2, the highest group median value was for parent nights ($400), while the highest group mean was for home visits ($3,300).
Table 6.2: Spending on Parent Outreach and Involvement
Newsletters Parent Nights Correspondence
with Parents Home Visits
Count 165 161 173 32
Mean $769 $1,246 $1,741 $3,330
Minimum $10 $20 $10 $20
1st Quartile $100 $200 $100 $100
Median $200 $400 $200 $225
3rd Quartile $400 $906 $500 $1,625
Maximum $69,000 $69,000 $85,647 $69,000
Figure 6.2: Mean and Median Spending on Parent Outreach and Involvement
$769
$1,246
$1,741
$3,330
$200 $400
$200 $225
Newsletters Parent Nights Correspondence withParents
Home Visits
Mean Median
41
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Section VII: Summary Data and Cross Tabulations
In this section, we provide overall summary data for each section of the survey and cross-tabulate that summary data by facility classification (after-school or out of school time program, center-based or school-based, and family child care program) and geographic category (central city, rural, suburban, and town). Summary level data was obtained by calculating the sum of all relevant survey items. We highlight the highest values in each table using bold font and the lowest values with red font. First, Table 7.1 shows the overall group average hourly wage for each position. Some of the highest average hourly wages are observed for administrative support in central city locations and after-school programs ($24.30 and $24.04) as well as directors in town locations and center-based or school-based programs ($22.86 and $22.16). Some of the lowest average hourly wages were for assistant teachers in rural settings and family child care programs, as well as assistant directors in family child care programs.
Table 7.1: Average Hourly Wage by Position
Director Assistant Director
Teacher Assistant Teacher
Classroom Support
Admin. Support
After-School or Out of School Time Program
$19.81 $15.10 $11.58 $9.62 $15.50 $24.04
Center-Based or School-Based
$22.16 $17.83 $13.78 $10.33 $19.06 $22.16
Family Child Care Program
$16.14 $9.33 $12.67 $9.43 $10.85 $22.80
Central City $21.53 $18.06 $13.07 $10.51 $15.53 $24.30
Rural $18.42 $18.48 $12.13 $9.37 -- $19.30
Suburban $18.46 $15.38 $14.42 $10.72 $20.33 $18.89
Town $22.86 $17.08 $13.19 $9.95 $17.53 $21.51
Similarly, the group averages for annual salaries are shown in Table 7.2. Once again, we see that administrative support staff and directors are among the highest paid, most notably in after-school programs and family child care programs (administrative support), center-based or school-based programs (directors), and central city locations (highest for all positions).
42
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Table 7.2: Average Annual Salary by Position
Director Assistant Director
Teacher Assistant Teacher
Classroom Support
Admin. Support
After-School or Out of School Time Program
$43,317 $30,964 $19,469 $18,061 $24,980 $50,001
Center-Based or School-Based
$51,129 $39,605 $30,373 $17,425 $32,161 $46,181
Family Child Care Program
$39,869 $23,075 $34,200 $14,104 $8,508 $50,306
Central City $57,356 $40,496 $34,767 $20,178 $30,836 $51,804
Rural $43,920 $40,509 $31,438 -- -- $35,686
Suburban $44,780 $34,300 $33,250 $17,741 $2,500 $28,104
Town $45,013 $35,503 $26,218 $12,830 $1,500 $45,039
Figure 7.1 provides the group means for total spending on supervision for each program classification and geographic category. As shown, suburban-based facilities and center-based or school-based programs had the highest averages for total spending on supervision, while family child care programs had the lowest average.
Figure 7.1: Average Total Spending on Supervision
Next, Table 7.3 demonstrates the group averages for total benefits received. Each “total benefits” amount was obtained by adding all individually reported average annual amounts for each position; therefore, the total represents the total amount each facility spent on the given type of benefits each year. Of note, the “Total Health Benefits” category includes all health benefits paid to all positions in addition to health consultation services for employees.
$63,552
$142,083
$19,729
$76,531 $54,600
$193,219
$106,731
After-Schoolor Out of
School TimeProgram
Center-Basedor School-
BasedProgram
Family ChildCare Program
Central City Rural Suburban Town
Mean
43
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
As shown in the table below, facilities based in central city locations had the highest total amounts for all benefits, most notably fringe benefits ($87,815) and health benefits ($66,661). The lowest average total benefits appear to be centered on unemployment benefits, which had some of the lowest total amounts overall, and among programs in rural locations.
Table 7.3: Average Total Benefits Received
Total Health
Benefits Total Unemployment
Benefits Total Fringe
Benefits
After-School or Out of School Time Program
$25,211 $13,572 $63,172
Center-Based or School-Based
$51,122 $14,818 $42,821
Family Child Care Program
$16,716 $13,267 $19,777
Central City $66,661 $22,266 $87,815
Rural $22,739 $6,468 $5,844
Suburban $42,722 $5,298 $32,343
Town $34,491 $9,935 $20,638
Table 7.4 shows the group averages for total professional development spending (courses and programs, materials, and other miscellaneous costs) as well as release time, in hours. Some of the highest average costs were in central city locations (courses/programs and other costs) and among after-school or out of school time programs (other costs). Professional development materials appear to have very low levels of spending, most notably among rural and town locations and family child care programs. Central city locations appear to allow for the most professional development release time, while rural locations seem to allow the least.
Table 7.4: Average Total Professional Development Spending and Release Time
Courses and
Programs Materials
Other PD Costs
Release Time (Hours)
After-School or Out of School Time Program
$4,394 $1,398 $4,521 79.2
Center-Based or School-Based
$4,365 $1,118 $4,207 74.6
Family Child Care Program
$1,476 $1,023 $1,209 60.6
Central City $6,552 $1,436 $5,417 90.1
Rural $1,083 $380 $2,291 49.2
Suburban $2,533 $1,101 $3,227 79.2
Town $1,821 $1,001 $1,783 59.8
44
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Next, Table 7.5 shows the group averages for total occupancy costs by tenure category (owners, renters, and lessees). Total occupancy costs were calculated by adding all relevant costs including rent, large-scale projects, utilities, classroom play spaces, and general building upkeep. Based on the data, it seems that owners have some of the lowest overall costs in all cases except among after-school programs. Conversely, renters and lessees had the highest total occupancy costs, especially among center-based or school-based programs and in central city locations.
Table 7.5: Average Total Occupancy Costs by Tenure Category Owners Renters Lessees
After-School or Out of School Time Program
$81,390 $18,122 $83,800
Center-Based or School-Based
$38,208 $113,556 $89,757
Family Child Care Program
$10,401 $18,677 $34,700
Central City $45,791 $218,845 $140,357
Rural $15,740 $34,666 $67,751
Suburban $22,952 $70,233 $70,535
Town $16,641 $36,083 $41,773
Table 7.6 demonstrates the group averages for total spending on curriculum materials and assessment tools as well as total hours devoted to curriculum preparation and assessments across all direct service positions. For spending, central city facilities had the highest average total amount, while family child care programs spent the least on average. Greater amounts of time were typically devoted to curriculum preparation in after-school or out of school time programs and in central city locations, while much less time was devoted to administering and scoring student assessments in after-school or out of school time programs and in family child care programs.
Table 7.6: Average Spending and Hours for Curriculum and Assessment
Total
Spending Curriculum
Preparation (Hours) Assessments
(Hours)
After-School or Out of School Time Program
$10,887 18.4 6.2
Center-Based or School-Based
$8,344 17.8 10.7
Family Child Care Program
$1,301 13.8 6.1
Central City $11,806 19.1 9.8
Rural $2,609 16.7 9.1
Suburban $3,263 16.1 8.9
Town $4,187 14.4 8.3
45
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
The next table demonstrates group averages for total spending on various classroom materials, including learning materials, personal care items, food-related expenses, and computer-related expenses. The highest amounts of spending tended to be in central city locations and center-based or school-based programs, especially for food-related and computer-related expenses. The lowest amounts of spending were in the areas of personal care spending (especially family child care programs, after-school programs, and rural locations) and, interestingly, computer-related expenses (specifically in family child care programs and town-based facilities).
Table 7.7: Average Total Spending on Classroom Materials
Learning Materials
Personal Care
Spending
Food-Related Expenses
Computer-Related
Expenses
After-School or Out of School Time Program
$4,751 $1,519 $19,156 $7,968
Center-Based or School-Based
$10,863 $4,487 $34,594 $27,731
Family Child Care Program
$2,162 $877 $7,693 $1,024
Central City $16,824 $6,638 $57,854 $49,460
Rural $3,439 $1,237 $7,866 $1,725
Suburban $3,260 $1,744 $15,190 $1,925
Town $3,641 $1,599 $10,106 $1,580
Figure 7.2 illustrates average spending on janitorial services (for facilities that employ a janitor) and cleaning supplies (for facilities that do not employ a janitor) across the different geographic categories and program classifications. After-school or out of school time programs and central city-based facilities appeared to spend the most on janitorial services, while center-based or school-based programs and rural facilities spent the most on cleaning supplies.
46
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Figure 7.2: Average Spending on Janitorial Services and Cleaning Supplies
Finally, Table 7.8 shows the group averages for total spending on other miscellaneous expenses and on parent outreach and involvement. Both parent outreach/communications and “other spending,” which includes items such as advertising, accountants, and transportation, were highest in central city locations and in center-based or school-based programs, and were lowest at family child care programs.
Table 7.8: Average Total Spending on Other Expenses
Other Expenses Parent Outreach
After-School or Out of School Time Program
$76,023 $2,783
Center-Based or School-Based $100,508 $5,351
Family Child Care Program $2,150 $459
Central City $193,134 $7,132
Rural $10,127 $1,417
Suburban $14,991 $3,178
Town $12,098 $1,473
$28,035
$19,888
$3,489
$32,989
$12,983 $12,668
$9,105
$133 $1,033 $766 $721 $1,108 $745 $834
After-Schoolor Out of
School TimeProgram
Center-Basedor School-
BasedProgram
Family ChildCare Program
Central City Rural Suburban Town
With Janitorial Services No Janitorial Services
47
HANOVER RESEARCH FEBRUARY 2012
© 2012 Hanover Research – District Administration Practice
Project Evaluation Form Hanover Research is committed to providing a work product that meets or exceeds member expectations. In keeping with that goal, we would like to hear your opinions regarding our reports. Feedback is critically important and serves as the strongest mechanism by which we tailor our research to your organization. When you have had a chance to evaluate this report, please take a moment to fill out the following questionnaire. http://www.hanoverresearch.com/evaluation/index.php
Caveat The publisher and authors have used their best efforts in preparing this brief. The publisher and authors make no representations or warranties with respect to the accuracy or completeness of the contents of this brief and specifically disclaim any implied warranties of fitness for a particular purpose. There are no warranties which extend beyond the descriptions contained in this paragraph. No warranty may be created or extended by representatives of Hanover Research or its marketing materials. The accuracy and completeness of the information provided herein and the opinions stated herein are not guaranteed or warranted to produce any particular results, and the advice and strategies contained herein may not be suitable for every member. Neither the publisher nor the authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Moreover, Hanover Research is not engaged in rendering legal, accounting, or other professional services. Members requiring such services are advised to consult an appropriate professional.