NCCCC: Publications

Child Care and Laboratory Schools on Campus

Introduction:
A survey was conducted of 607 current and former members (1993 and 1994) of the National Coalition for Campus Child Care in 1995. Responses were received from 314 programs. The survey was designed to determine the number of centers that describe their function as child care service only, laboratory school only, and those that are combined, and to determine the percent of centers in which formal research is conducted. In addition, data was gathered on type of programs offered, administrative unit, revenue sources, involvement of college students, ages of children, parent population served, and accreditation statistics. Information was also complied on the number of campuses with more than one center and the relationship among centers on a single campus when more than one exist. This paper presents a summary of the survey data. Readers might also wish to review the recent Herr and Zimmerman study of NCCCC members available from the central office.

Type of Institution:
The majority of responses (58%) were received from four year institutions, with 41% from two year campuses. More than three- quarters (78%) are from public colleges and universities, with fewer than one-quarter (22%) from private institutions. Almost two-thirds (61%) of the centers were established after 1975. Comparative

Function of Centers:
The average number of all responding centers identifying their focus as Child Care Service Only is 37%; Laboratory School is 11%; those that combine the functions of Laboratory School and Child Care Service is 52%.

Function of Centers
on Both Two and Four
Year Campuses		 %
Child Care Service Only
37%
Laboratory School Only
11%
Combine Laboratory School
and Child Care Service
52%

NOTE: A text version of this table is presented in the paragraph above the table.
A different picture emerges when comparing two year and four year institutions. On two year campuses, the focus of Child Care Service Only is 25%; Laboratory School is 11%; and the majority (64%) combine the two functions. On four year campuses the function of centers is more evenly divided. Programs identifying their function as Child Care Service Only is 46%; Laboratory School is 11%; and the combined function occurs in fewer than half (43%).

Type of Center %
Combined Laboratory School & Child Care Center
2-Year Campus
64%
4-Year Campus
43%
Laboratory School Only
2-Year Campus
11%
4-Year Campus
11%
Child Care Service Only
2-Year Campus
25%
4-Year Campus
46%

NOTE: A text version of this table is presented in the paragraph above the table.
Research Conducted:
Research is conducted by faculty in less than half (38%) of the centers. Students are conducting research in slightly more than half (56%). Over half (57%) of research being conducted by faculty and over three-quarters (76%) by students is occurring on four year campuses. Administrative Unit:
The majority (39%) of campus children's centers are housed in academic departments, with student services (29%) the next most likely administrative unit. A small number of respondents (less than one percent) report affiliation with family housing, local public school systems or Headstart.

Administrative Unit %
Academic Departments
39%
Student Services
29%
Administrative-Financial Services
14%
Personnel-Human Services
6%
Contracted Vendor
5%
Independent Nonprofit Agency
7%

(Text version of this table.)

Parent Population Served:
Most campus centers enroll children of students, faculty and staff, and over half (64%) also accept children from the community-at-large.

Parents Served %
Students
97%
Campus employees
93%
Community
64%

(Text version of this table.)

Ages of Children Served:
Campus centers typically enroll children from infancy to preschool age, with some offering kindergarten (28%) and before and after school programs (20%).

Ages of Children Served %
Preschool
98%
Toddler
65%
Infants
38%
Kindergarten
28%
Before & After School
20%

(Text version of this table.)

Types of Hourly Program Offered:
Most facilities offer a variety of options for parents enrolling their children. The majority (81%) have a full day program available. A small percent (6%) offer such options as summer camp and care for school-age siblings on public school holidays.

Type of Program Offered %
Full Day
81%
Half Day
58%
Flexible Schedule
42%
Evening
13%
Weekend
3%
Other
6%

(Text version of this table.)

Estimated Percentage of Sources for Operating Revenue (How a "Typical Center" is Funded)
Programs were asked to identify sources of revenue for their programs in order to determine how a "typical center" might be funded. The data indicate that few campus centers depend entirely on parent fees for their operating budgets. In-kind support, received by many centers, includes such things as facility, maintenance and utilities.

How a Typical Center Is Funded %
Parent Fees
50%
Direct Subsidies
21%
In-Kind Donations from Institutions
10%
Other (Primarily grants, fundraising)
19%

(Text version of this table.)

College Student Participation:
A majority of campus centers include college students in their programs. Students participate in centers in a variety of ways as indicated by the table below.

Student Participation %
Student Teachers
69%
Unpaid Student Observers
92%
Unpaid Students Presenting
Classroom Activities
to Children
86%
Unpaid Students Conducting
Research
56%
Unpaid Student Volunteers
65%
Paid Work Study Students
86%

(Text version of this table.)

Accreditation:
Of the programs that responded, 39% are accredited by the Academy of Early Childhood Programs, the accrediting division of the National Association for the Education of Young Children. Another 10% are in the process of completing the requirements. Additional Early Childhood Centers on Campus:
Almost one-third (32%) of responding campuses have more than one children's center. For those reporting other centers affiliated with the institution, the average number of additional centers is 2.9. Most programs have some relationship with the additional center(s), with only a few (8%) having no relationship.

Relationships Among Children's Centers on A Single Campus %
None
8%
Minimal
47%
Collaborative
45%

(Text version of this table.)

Comments Describing the Relationship With Additional Centers on Campus:

No Relationship:
Respondents report that relationships range from openly competitive, hostile or disrespectful to friendly but no relationship. A few respondents discussed the dichotomy between the child care service-laboratory school concepts, emphasizing the perceived differences and hierarchical nature of the two types of programs. For example, on some campuses collaboration occurs between the laboratory schools when more than one exist, or the child care services, but not between the two types of centers. Some campuses report that the institutional policy to decentralize children's services discourages collaboration, and others identify the location of the centers as a limiting factor in any attempted association.

Minimal:
A variety of minimal collaborative efforts were reported. When centers are adjacent, they may share resources or facilities including kitchen, laundry room, indoor or outdoor large motor space, bathrooms, equipment and even substitute teachers. College students may work or have field assignments in different centers on campus. Directors refer families to one another, and occasionally plan joint inservice or parent meetings, hearing and vision screening, or fund raising events. Directors may serve on the same professional committees or attend campus child care coalition meetings.

Collaborative:
Collaboration among centers on a campus takes various forms. The highest level of association occurs in those centers under the same administrative unit, or having the same advisory board and director. As expected, in those situations, policies, philosophy, curriculum, goals and objectives are very similar. Programs in different departments report that directors meet to ensure commonality of policies and philosophy, work together on common issues and problems, and share facilities and resources where practical. On some campuses, information on staff and student training is shared; meetings are regularly held among directors and staff; directors and staff regularly visit and observe at the other centers; classes and field experiences for college students are coordinated. Conclusion:
Campus children's centers are diverse in nature in order to meet the needs of the variety of settings they serve. This survey provides a picture of the programs of members of the National Coalition for Campus Child Care. Further study is indicated to determine whether this sample reflects the general status of child care on all college and university campuses in the United States.


Jane Ann Thomas
Professor, Early Childhood Education
Coordinator, Child Learning Center
William Rainey Harper College
1200 W. Algonquin Road
Palatine, IL 60067
(708) 925-6423

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