Year 1, Year 2, first half Year 3

NOLA C.A.R.E.S. Metrics

Below please find cumulative quantitative data for the project through May 31, 2024. The page is organized around the metrics established by JP Morgan Chase, the project funder, for their Advancing Cities projects. The metric definition indicates how the metric is interpreted in light of the unique NOLA C.A.R.E.S. programming, and has been approved by JPMC and the collaborative. Notes share additional data and analysis particular to this project.

How to read the indicator charts.

  • Data is cumulative, the year 1 and year 2 total is represented in blue.
  • The number added in year 2.5 is represented in purple.
  • The amount left to reach the goal is in gray.
  • All data is directly labeled, if Yr 1. = Yr 2., only Yr. 1 will be shown.
  • If goal has been reached, or there is no goal, no gray bar will be shown.

Jobs & Skills

Indicator 4

Number of people enrolled in further skills training.

Number of people enrolled in Beloved Community – Equity at Work cohort.

Feedback wanted!

The aim of this effort is to share cumulative project data and to encourage collective analysis. As you scroll down, you’ll find notes and graphics that illustrate the data from different angles. These are the numbers, but what do they mean? What’s missing? Do you have a different perspective, or some relevant context? Please add your thoughts using this Google form.

Indicator 5

Number of people completing training.

Number of people who complete the CDA curriculum, plus the number of people who complete training in PAR, plus the number of people who complete the Equity at Work cohort.

Indicator 6

Number of people earning credentials, certifications or licensure.

Number of people who attain their Child Development Associate (CDA) Credential.

Indicator 7

Number of people placed into apprenticeships.

Number of people who enroll in a NOLA C.A.R.E.S. CDA program and gain experience working in early learning centers, plus the number of people who train in and practice Participatory Action Research (PAR).

Black and Latine women entered NOLA C.A.R.E.S. programs at a brisk pace in year 2. By the middle of year 3, CDA programs were on track to meet the goal of 120 credentialed participants.

Credentialing programs for ECE workers served 91 more women in 2023 than in 2022, and 52 more by mid-year 2024 — bringing the total number served by the project so far to 186. Program retention rates rose this year, as well, as 67 Black and Latine women have already earned their credential (up from 12 in 2022 and 67 in 2023). The chart below shows end-of-2023 data, which has already been exceeded.

Indicator 8

Number of people placed into part-time employment.

Number of CDA candidates employed part time in an ECE center during or after their CDA program.

Indicator 9

Number of people placed into full-time employment.

Number of CDA candidates employed full time in an ECE center during or after their CDA program.

Indicator 10

Average wage for individuals served.

Sum of starting or current wage of all CDA program participants divided by total number of CDA participants placed into employment.

For many, program completion leads to wage increases and career advancement.

As of the end of 2023, more than half of those who completed their credential in a NOLA C.A.R.E.S. program (36/67) received wage increases of $2/hour or more. Another 11 received raises ranging from $0.34/hour to $1.75/hour. (See graphic below.)

While ECE wages crept up slowly year over year, by mid-year 2024 program participants were making an average $14.96/hour — far less than a living wage.

Indicator 11

Retention rate at 90 days.

Percentage of CDA candidates still employed 90 days after the beginning of the program.

Indicator 12

Number of individuals served.

The total number of individuals who have enrolled in a NOLA C.A.R.E.S. CDA, PAR, or Equity at Work program.

Maintaining access to programs like this is essential to solving workforce issues in ECE.

In another bright spot, one partner’s CDA program enrolled 24 candidates new to the field, paying them $12/hour to learn. Five months later, two thirds of that cohort (16) were employed at ECE centers making an average of $14.78/hour.

Indicator 13

Number of individuals still employed (or voluntarily moved jobs) 6 months after job placement.

Number of CDA-seeking individuals in full-time employment in the original ECE center, or who left employment voluntarily.

Indicator 14

Number of workers receiving wage increase.

Number of CDA-seeking teachers receiving a wage increase.

Despite these gains, however, ECE workers in NOLA C.A.R.E.S. — and across the field — still make far less than they deserve.

The goal of $18/hour established prior to recent inflation is far lower than the $23.10/hour (plus increases with each year of experience) recommended by a compensation-focused “Tiger Team” research effort in 2022. In real life, project data shows some experienced teachers still making as little as $9/hour. Others, having invested the time and effort to attain their CDA, have not yet seen a raise. From this standpoint, even $18 can seem frustratingly far – and the work, more often than not without paid medical leave, health benefits, reliable coverage for professional development, or classroom support for children with disabilities, can feel more difficult than ever.

Indicator 15

Number of employers engaged.

Number of organizations represented in the Equity at Work cohort plus the number of ECE businesses/organizations employing CDA candidates.

It’s an industry-wide challenge, and solutions have to come from multiple sectors.

ECE workers must rely on their employers to increase their wages, promote them to lead teacher positions (when available), verify their eligibility for city-sponsored stipends, and recommend them for the Early Childhood Ancillary Certificates, which position credentialed lead teachers to receive, on average, $2900 annually in tax credits. Center owners are only able to increase wages when revenue increases support that action. Public policy that values caregiving, as well as support from businesses that employ working parents, is necessary to make meaningful change.

Number of PAResearchers.

Number of people who enroll in Participatory Action Research program.

Most of those enrolled in Participatory Action Research training completed the program, and many have shared their knowledge.

All but 6 of the 31 people who enrolled in Participatory Action Research training have met the threshold for program completion, and several have continued on in the program to deepen their research, advocate for policy change, and guide others new to the practice. These researchers have contributed important knowledge regarding issues facing ECE workers and their communities.

Small Business Expansion

The big news for 2023 is successful disbursement of facilities expansion funds to 21 Black and Latine women entrepreneurs, and peer-to-peer coaching services delivered to 17.

Data so far is sparse regarding some of these indicators. We anticipate reporting on year-over-year data by the middle of 2024 for GROW grant recipients. Data collection efforts have highlighted challenges in tracking budget, revenue and profitability figures for smaller ECE businesses, and point to the value of peer-to-peer business coaching as a route toward sustainability, growth, and eligibility for more funding streams.