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Listening to New York City’s ECE Workforce: Towards a More Equitable Post-Pandemic Early Care and Education System

Start Date April 2021 End Date May 2022


This is a multiphase, mixed methods follow up study on a survey of New York’s early care and education (ECE) workforce conducted in May 2020. Its broad purposes are to 1) understand how New York City’s ECE professionals are faring more than a year into the COVID-19 pandemic and 2) draw lessons from their experiences - statistically and phenomenologically - to inform decisions about what a more equitable ECE system can and should look like.  In the video below, Dr. Nagasawa discusses findings primarily from his initial study (May 2020) and preliminary findings from the current study. Please see the resources section below for the final report.



  • Phase 1, Survey: ECE professionals from across NYC
  • Phase 2, Interviews: Teachers of color from across NYC


Sampling Strategy:

  • Phase 1: Self-selected sample of Aspire Registry participants who worked in New York City
  • Phase 2: Purposeful, stratified, proportional sample of teachers of color, a focus that was chosen because of the pandemic’s disproportionate effects on Black, Indigenous, and Other People of Color, which were layered on top of historical inequities  

Data Collection: 

  • Phase 1: Survey of ECE professionals in NYC focused on experiences throughout the pandemic: stressors, supports, lessons learned, and recommendations about resource allocation
  • Phase 2: In-depth, phenomenological interviews reflecting on experiences earlier in the pandemic, descriptions of their lives now, and considering future, more equitable professional realities  


Mark Nagasawa, Ph.D., Director, Straus Center for Young Children & Families


Contributing Institutions

Bank Street College of Education


Authored August 2022

Mark Nagasawa

Institutions Bank Street College of Education
Type Working Paper

This is the summary report for the second year of the Listening to Teachers Study which asks how early childhood educators in New York City (NYC) have been faring through the ongoing COVID-19 pandemic. The exploratory, mixed methods study’s purpose has been to seek deeper understandings of what NYC’s early care and education (ECE) workforce has experienced during the Pandemic to inform decision-making about the city's future ECE systems by raising issues for reflection and action-oriented discussion.