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ERIC Number: ED455953
Record Type: Non-Journal
Publication Date: 2001
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Characteristics of Early Childhood Teachers and Structural Elements of Early Care and Education in the United States.
Saluja, Gitanjali; Early, Diane M.; Clifford, Richard M.
This study assessed demographic information on early childhood programs and teachers of 3- and 4-year-olds. Questionnaires were sent to a random sample of early childhood programs across the United States. Data were collected on teacher characteristics and structural features (enrollment, class size, hours of operation, and ratio of teachers to students) of early childhood programs. Participating were 1,902 teachers. Responses indicated that the vast majority of these teachers were women and that 78 percent of the teachers were white. Approximately 50 percent had earned a college degree, although educational attainment varied among program types. For-profit centers outnumbered other types of centers (29 percent of centers), although the number of early childhood programs in public schools was increasing rapidly (16 percent). Twenty-two percent of centers were affiliated with a religious organization, 25 percent were independent non-profit or other public agency, and 8 percent were Head Start programs. The majority of centers were open for the full day. Racial/ethnic composition in the average classroom was 66 percent white, 15 percent African American, 9 percent Hispanic, 5 percent mixed race, 4 percent Asian American, 1 percent Native American, and 1 percent other. About 60 percent of classrooms had a predominant racial/ethnic group, with Head Start programs most likely to be predominantly African American and church/synagogue-based programs especially likely to be predominantly white. The average classroom had 16.4 children and 2.0 paid staff. (Contains 19 references.) (KB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A