This factsheet is the third in a three-part series presenting findings from a survey of 2,379 Maryland early care and education (ECE) workers conducted in Fall 2024. This factsheet explores the workplace supports available to ECE workers, their perceptions of feeling supported in their roles, and their intentions to remain in the field.
Key Findings
- Center directors reported having more support for professional development than lead teachers and aides/floaters. These supports include on-site training in their program, direct costs of off-site training, and paid planning time.
- ECE educators feel respected by parents, but some lack referral resources for families.
- FCC providers reported the strongest intent to remain at their site.
Methods
The research findings presented in this product were based on an analysis of a Maryland ECE workforce survey conducted in Fall 2024. Administrative data were used to identify eligible ECE workforce members who worked in licensed child care programs as of June 1, 2024 and had an email address in the data. A total of 24,726 ECE workforce members received an invitation to participate in the survey. Each ECE workforce member received a unique link to the survey. The final sample consisted of 2,379 respondents, including center directors (16%), center lead teachers (34%), center aides/floaters (11%), and family child care (FCC) owners (15%).
Data were weighted to be representative of the Maryland ECE workforce.
Suggested citation: Ulmen, K., Gerson, C., Forry, N., Lin, Y., Madill, R., Banghart, P., & Solomon, B. (2026). Maryland child care providers’ workforce supports and retention. Child Trends. DOI: 10.56417/9270v8772a