Scaling Success: Barriers and Supports for Completion of a Statewide Early Literacy Micro-Credential

• In Event: AERA Poster Session Wednesday 1:45pm
  In Poster Session: Contemporary Issues in Online Instruction and Student Learning

Abstract

Professional learning (PL) strengthens early childhood education (ECE) practice and child outcomes, but in-person formats often face access barriers. Online professional learning (OPL), including micro-credentials, offers a scalable alternative and has received state-level support to expand workforce capacity. However, high attrition rates persist, and little is known about large-scale implementation. This mixed-methods study examined completion of a statewide Emergent Literacy Micro-Credential (MC), using King et al.’s (2023) systems-based model to analyze learner characteristics, resource use, and perceived supports across individual, programmatic, and policy levels. Data from 500 participants showed a limited relationship between individual characteristics and completion. Findings identified supports (e.g., relevant content, peer engagement, stipends) and barriers (e.g., complex navigation, design issues). Recommendations underscore accessibility, support utilization, and incentivizing participation.

Authors

• Danielle Pico, University of Florida

• Sophia Soomin Lee, University of Florida

• Julianna Banks, University of Florida

• Concepción Moncada Cummings, University of Florida

• Mary Bratsch-Hines, University of Florida

• María Virginia Giani, University of Florida

• Tia Walton-Walker, University of Florida

• Tyran Butler, University of Florida