The N4C advocacy priorities focus on three important dimensions of early childhood care and education at our two and four year institutions of higher education.

  1. Access – working on behalf of campus communities to encourage higher education institutions to provide program facilities and capacity that adequately address the need for child care and quality early childhood education.
  2. Funding – seek development of and access to funding mechanisms that facilitate affordable care and education for student parents, campus faculty and staff. 
  3. Quality – ensuring that campus children’s centers provide the highest quality early care and education so that their use as resources for professional preparation programs and researchers will promote best practice and improve the lives of children and families. 

We realize that advocacy is more effective with partners who can pool resources and speak with a stronger voice. Organizations N4C is actively working on development of collaborations with other groups that share commitment to our priorities












New Advocacy Resources

CCAMPIS Data-Office of Child Care and Family Resources assets/docs/advocacy/university_of_wisconsin_ccampis_data.docx

Visit to read two recent Fact Sheets from the Institute for Women’s Policy Research regarding campus child care issues:  

N4C Core Issues for Public Policy Positions

The following public policy positions are based on the N4C statements of mission, philosophy and purpose; and on the history of positions taken by the organization. These Core Positions represent basic assumptions that board and staff can use when making decisions related to public policy. They are a guide to help board and staff members articulate where N4C stands on key issues in the field.


High quality early care and education programs are essential for institutions of higher education. They are a proven component of student parent success. They enable colleges and universities to recruit and retain quality faculty and staff. As a key resource to departments of education, they help education students learn about developmentally appropriate practice. And, they provide a valuable venue for child development and other research. Understanding this, it is the policy of N4C to support activities and initiatives that:

1. Support funding for early childhood programs such as:

  • Increases in funding for and insure the smooth operation of the US Department of Education’ Child Care Access CCAMPIS Means Parents in School grant program
  • Promotion and support of the establishment, maintenance and expansion of high quality campus based child care and early education programs
  • Campaigns that establish teacher support such as Worthy Wages.
  • Appropriate projects that make campus based children’s programs more affordable to parents.

2. Promote Quality Development by:

  • Insuring that campus child care is an integral part of higher education systems
  • Enabling campus child care programs to meet the educational, research and service needs of the institution and community at large.
  • Making clear that child care and developmentally appropriate early childhood education are inseparable in all quality programs for young children
  • Encouraging staff stabilization by reducing turnover to a minimum
  • Compensating early childhood teachers and other employees adequately in terms of salary and benefits.

3. Promote Diversity by:

  • Allowing for a wide variety of models and approaches to encourage diversity and the reflection of ethnicity, different cultures, and different languages.
  • Making clear that diversity is essential to quality education and professional excellence
  • Representing the interests of all children and families on campus to the broader educational and social arena.

Issues of Protocol

These core policy positions give N4C board members a sense of the kinds of issues that N4C supports. N4C is most frequently asked to support these items, but from time to time the organization could be asked to take a stand on something that is not clearly included under these positions.

New issues must first come before N4C’s Advocacy Committee. The committee then makes recommendations to the Board, which is ultimately responsible for whether or not the organization will support the new issue.

N4C Advocacy Protocol


Some Components of a Successful Advocacy Campaign

1. Clear Goal
  • Have a clear “ask,” know what you want. Propose clear solutions.

2. Define the Audience

  • Legislators, campus directors, student parents, public at large, campus administrators, other advocacy groups, etc. (ultimate audience likely to be legislators or college administrators – others are influencers)
  • Strategies to Influence
  • Direct contact with legislators, administrators, aides, policy makers
  • Inside partners
  • Cultivate Allies
  • Grassroots
  • Survey and Research

3. Media (May have to develop a long term, multidimensional strategy)

  • The Four L’s (for child care advocates)
  • Listen – Take the time to really get inside the head of those you seek to influence.
  • Language – Focus on their language. Use the language that will most successfully influence the policy maker.
  • Leaders – Look for new leaders. Who are the two or three new leaders who can help put the message across? May have to share or give away some leadership.
  • Loosen up – Avoid moralizing on behalf of children.

4. Quality and Quantity Contacts

  • Quality Contacts – the person who can deliver the message directly. Who will call you back in 15 minutes.
  • Quantity Contacts – grass roots, allies, etc.

Tools for Advocacy:



Useful Links


Position Statements


University of Wisconsin- Madison position paper on CCAMPIS

University of Wisconsin-Madison Making the Grade With CCAMPIS

Campus Child Care: The Responsibility to Provide the Highest Quality Programs
A Position Statement from the National Coalition for Campus Children’s Centers