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Inside the Pre-K Classroom: A Study of Staffing and Stability in State-Funded Prekindergarten Programs.

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Title: Inside the Pre-K Classroom: A Study of Staffing and Stability in State-Funded Prekindergarten Programs.
Language: English
Authors: Bellm, Dan, Burton, Alice, Whitebook, Marcy, Broatch, Linda, Young, Marci P., Center for the Child Care Workforce, Washington, DC.
Availability: Center for the Child Care Workforce, 733 15th Street, N.W., Suite 1037, Washington, DC 20005-2112. Tel: 202-737-7700; Fax: 202-737-0370; Web site: http://www.ccw.org. For full text: http://www.ccw.org/pubs/ccw_pre-k_10.4.02.pdf.
Peer Reviewed: N
Page Count: 100
Publication Date: 2002
Sponsoring Agency: Foundation for Child Development, New York, NY.
Document Type: Reports - Research
Descriptors: Comparative Analysis, Compensation (Remuneration), Delivery Systems, Educational Policy, Labor Force, Labor Turnover, Preschool Education, Preschool Teachers, Private Schools, Public Policy, Public Schools, State Programs, State Standards, Teacher Qualifications, Teacher Recruitment
Geographic Terms: California, Georgia, Illinois (Chicago), New York, Texas
ISBN: 978-1-889956-25-1
Abstract: In response to increasing concerns about preparing young children to succeed in the primary grades, many states have increased their investment in prekindergarten programs over the past decade. Noting that increased demand for prekindergarten education coincides with a staffing shortage in the early care and education, this study documented the current state of staff qualifications, stability, turnover, and compensation in state-funded prekindergarten programs and identified conditions under which prekindergarten initiatives promote a more skilled, more stable, and better compensated workforce. A sample of programs in California, Georgia, Illinois (Chicago only), New York, and Texas were selected for the study. Prekindergarten staffing in each state was profiled, and comparisons between publicly-operated and privately-operated programs were made. Comparisons yielded five major findings: (1) publicly-operated program teaching staff had higher educational qualifications than staff in privately-operated programs; (2) publicly-operated program teaching staff received higher pay and benefits than teaching staff in privately-operated programs; (3) there was greater teaching staff stability in publicly-operated prekindergarten programs than in privately-operated programs; (4) publicly-operated and privately-operated programs appeared to be evolving into separate segments of a two-tier prekindergarten system; and (5) prekindergarten programs have had mixed success in integrating teaching staff into existing service delivery systems. Policy implications and recommendations related to setting equal standards for all settings within states' prekindergarten service delivery systems, integrating prekindergarten programs more fully into the larger public or private systems, providing adequate director training, and ensuring appropriate support for teachers in meeting state prekindergarten training requirements. (An explanation of the study design and methodology is appended. Contains 25 references.) (KB)
Entry Date: 2003
Accession Number: ED469419
Database: ERIC
FullText Text:
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  Data: Inside the Pre-K Classroom: A Study of Staffing and Stability in State-Funded Prekindergarten Programs.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Bellm%2C+Dan%22">Bellm, Dan</searchLink><br /><searchLink fieldCode="AR" term="%22Burton%2C+Alice%22">Burton, Alice</searchLink><br /><searchLink fieldCode="AR" term="%22Whitebook%2C+Marcy%22">Whitebook, Marcy</searchLink><br /><searchLink fieldCode="AR" term="%22Broatch%2C+Linda%22">Broatch, Linda</searchLink><br /><searchLink fieldCode="AR" term="%22Young%2C+Marci+P%2E%22">Young, Marci P.</searchLink><br /><searchLink fieldCode="AR" term="%22Center+for+the+Child+Care+Workforce%2C+Washington%2C+DC%2E%22">Center for the Child Care Workforce, Washington, DC.</searchLink>
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  Data: Center for the Child Care Workforce, 733 15th Street, N.W., Suite 1037, Washington, DC 20005-2112. Tel: 202-737-7700; Fax: 202-737-0370; Web site: http://www.ccw.org. For full text: http://www.ccw.org/pubs/ccw_pre-k_10.4.02.pdf.
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 100
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2002
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  Label: Sponsoring Agency
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  Data: Foundation for Child Development, New York, NY.
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  Data: Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Compensation+%28Remuneration%29%22">Compensation (Remuneration)</searchLink><br /><searchLink fieldCode="DE" term="%22Delivery+Systems%22">Delivery Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+Force%22">Labor Force</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+Turnover%22">Labor Turnover</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Schools%22">Private Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Policy%22">Public Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22State+Programs%22">State Programs</searchLink><br /><searchLink fieldCode="DE" term="%22State+Standards%22">State Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Recruitment%22">Teacher Recruitment</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink><br /><searchLink fieldCode="DE" term="%22Georgia%22">Georgia</searchLink><br /><searchLink fieldCode="DE" term="%22Illinois+%28Chicago%29%22">Illinois (Chicago)</searchLink><br /><searchLink fieldCode="DE" term="%22New+York%22">New York</searchLink><br /><searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: ISBN
  Label: ISBN
  Group: ISBN
  Data: 978-1-889956-25-1
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In response to increasing concerns about preparing young children to succeed in the primary grades, many states have increased their investment in prekindergarten programs over the past decade. Noting that increased demand for prekindergarten education coincides with a staffing shortage in the early care and education, this study documented the current state of staff qualifications, stability, turnover, and compensation in state-funded prekindergarten programs and identified conditions under which prekindergarten initiatives promote a more skilled, more stable, and better compensated workforce. A sample of programs in California, Georgia, Illinois (Chicago only), New York, and Texas were selected for the study. Prekindergarten staffing in each state was profiled, and comparisons between publicly-operated and privately-operated programs were made. Comparisons yielded five major findings: (1) publicly-operated program teaching staff had higher educational qualifications than staff in privately-operated programs; (2) publicly-operated program teaching staff received higher pay and benefits than teaching staff in privately-operated programs; (3) there was greater teaching staff stability in publicly-operated prekindergarten programs than in privately-operated programs; (4) publicly-operated and privately-operated programs appeared to be evolving into separate segments of a two-tier prekindergarten system; and (5) prekindergarten programs have had mixed success in integrating teaching staff into existing service delivery systems. Policy implications and recommendations related to setting equal standards for all settings within states' prekindergarten service delivery systems, integrating prekindergarten programs more fully into the larger public or private systems, providing adequate director training, and ensuring appropriate support for teachers in meeting state prekindergarten training requirements. (An explanation of the study design and methodology is appended. Contains 25 references.) (KB)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2003
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED469419
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED469419
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 100
    Subjects:
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Compensation (Remuneration)
        Type: general
      – SubjectFull: Delivery Systems
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Labor Force
        Type: general
      – SubjectFull: Labor Turnover
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Public Policy
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: State Programs
        Type: general
      – SubjectFull: State Standards
        Type: general
      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: Teacher Recruitment
        Type: general
      – SubjectFull: California
        Type: general
      – SubjectFull: Georgia
        Type: general
      – SubjectFull: Illinois (Chicago)
        Type: general
      – SubjectFull: New York
        Type: general
      – SubjectFull: Texas
        Type: general
    Titles:
      – TitleFull: Inside the Pre-K Classroom: A Study of Staffing and Stability in State-Funded Prekindergarten Programs.
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