ERIC Number: ED479990
Record Type: Non-Journal
Publication Date: 2003-Jan-27
Reference Count: N/A
States' Efforts in Improving the Qualifications of Early Care and Education Teachers. NIEER Working Papers.
Ackerman, Debra J.
A significant research base supports the positive benefits of quality early care and education (ECE) for later developmental and academic outcomes. Noting that many ECE settings are of mediocre quality and that quality of care is related to teacher/caregiver qualifications, this working paper examines states initiatives to improve the qualifications of ECE teachers. Information was gathered from published reports and websites of state and federal ECE initiatives. The following types of initiatives are described: (1) regulatory efforts to improve ECE teachers qualifications, including barriers to improving qualifications; (2) financial professional development efforts, including a description of the Early Childhood Educator Professional Development Program as part of the No Child Left Behind Act; (3) career lattices; (4) apprenticeship efforts funded through the federal Quality Child Care Initiative; and (5) other efforts, including state curricula for the CDA credential and varied state reimbursement rates depending on teachers educational qualifications. The paper concludes with a summary of specific practices that hold particular promise for helping to improve the credentials of ECE teachers, including fully financing ECE teacher education, overcoming language barriers to improving qualifications, helping nontraditional learners, improving articulation between community colleges and universities, and improving collaboration among institutions of higher education. (Contains 130 references.) (KB)
Descriptors: Child Care, Child Care Quality, Child Caregivers, Early Childhood Education, Educational Quality, Preschool Teachers, Professional Development, State Programs, Teacher Improvement, Teacher Qualifications
National Institute for Early Education Research (NIEER), Rutgers, The State University of New Jersey, 120 Albany Street, Suite 500, New Brunswick, NJ 08901. Tel: 732-932-4350; Fax: 732-932-4360; e-mail: firstname.lastname@example.org; Web site: http://nieer.org. For full text: http://nieer.org/resources/research/Ackerman.pdf.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: N/A