ERIC Number: ED480818
Record Type: RIE
Publication Date: 2003-Mar
Better Teachers, Better Preschools: Student Achievement Linked to Teacher Qualifications. NIEER Preschool Policy Matters, Issue 2.
Barnett, W. Steven
Once they begin kindergarten, America's children are taught by professionals with at least a four-year college degree. Prior to kindergarten, their teachers are far less prepared. Fewer than half of preschool teachers hold a bachelor's degree, and many have never even attended college. Noting that new research finds that young children's learning and development clearly depend on the educational qualifications of their teachers, this policy brief examines the relationship between student achievement and teacher qualifications, and offers recommendations for improving teacher qualifications. The brief summarizes the kinds of qualifications preschool teachers actually need, and reviews research indicating the relationship between teacher qualifications and program quality. The brief concludes with policy recommendations, including the following: (1) require preschool teachers to have a four-year college degree and specialized training; (2) design professional development programs enabling current early education teachers to acquire a four-year degree; and (3) pay preschool teachers salaries and benefits comparable to those of similarly qualified teachers in K-12 education. (Contains 31 endnotes.) (HTH)
Descriptors: Academic Achievement, Bachelors Degrees, Compensation (Remuneration), Early Childhood Education, Educational Attainment, Educational Quality, Preschool Teachers, Staff Development, State Standards, Teacher Education, Teacher Qualifications
National Institute for Early Education Research (NIEER), Rutgers, The State University, 120 Albany Street, Suite 500, New Brunswick, NJ 08901. Tel: 732-932-4350; Fax: 732-932-4360; e-mail: email@example.com; Web site: http://nieer.org. For full text: http://nieer.org/resources/policybriefs/2.pdf.
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Sponsor: Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: N/A
Note: Produced by Rutgers National Institute for Early Education Research.