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Training and Retaining Early Care and Education Staff. Training Projects: Evaluation. Year One Progress Report, 2001-2002. PACE Policy Brief.

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Bibliographic Details
Title: Training and Retaining Early Care and Education Staff. Training Projects: Evaluation. Year One Progress Report, 2001-2002. PACE Policy Brief.
Language: English
Authors: Burr, Elizabeth, O'Brien, Bridget, Policy Analysis for California Education, Berkeley, CA.
Availability: Policy Analysis for California Education (PACE), University of California, Berkeley School of Education, 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail: PACE123@socrates.berkeley.edu; Web site: http://pace.berkeley.edu/pace_about.html. For full text: http://pace.berkeley.edu/Pol.Br.03-3_Press.pdf.
Peer Reviewed: N
Page Count: 13
Publication Date: 2003
Document Type: Reports - Evaluative
Descriptors: Child Care Centers, Child Caregivers, Child Development Centers, Early Childhood Education, Program Evaluation, Staff Development
Geographic Terms: California
Abstract: Research shows that children benefit when they are served by stable and highly trained center-based staff and caregivers. Responding to the unequal distribution of child-care supply across the state and a need for well-trained caregivers, First 5 California approved an initiative to train early care and education (ECE) staff using different project models. This brief evaluates six demonstration projects. The aims of these projects include recruiting staff, reducing barriers to progress or completion of training, increasing retention in the ECE field, and building local capacity and infrastructure for coordinated training and retention efforts. PACE is evaluating the models between January 2001 and July 2003. Respondents participate in telephone interviews, data from which are analyzed using descriptive methods. Results show that participants are ethnically diverse. Overall, the majority of participants live with a partner or spouse and have children. Many new trainees require extensive counseling and informal support. Lack of financial aid is a crucial barrier. Each project addresses these challenges differently. Innovative practices for recruiting, supporting, and retaining participants; policy implications; and areas for future research are discussed. (RT)
Entry Date: 2003
Accession Number: ED475496
Database: ERIC
Description
Abstract:Research shows that children benefit when they are served by stable and highly trained center-based staff and caregivers. Responding to the unequal distribution of child-care supply across the state and a need for well-trained caregivers, First 5 California approved an initiative to train early care and education (ECE) staff using different project models. This brief evaluates six demonstration projects. The aims of these projects include recruiting staff, reducing barriers to progress or completion of training, increasing retention in the ECE field, and building local capacity and infrastructure for coordinated training and retention efforts. PACE is evaluating the models between January 2001 and July 2003. Respondents participate in telephone interviews, data from which are analyzed using descriptive methods. Results show that participants are ethnically diverse. Overall, the majority of participants live with a partner or spouse and have children. Many new trainees require extensive counseling and informal support. Lack of financial aid is a crucial barrier. Each project addresses these challenges differently. Innovative practices for recruiting, supporting, and retaining participants; policy implications; and areas for future research are discussed. (RT)