The Dynamics of the Early Childhood Education Workforce Under Policies to Increase Credentials and Compensation

• In Event: Teachers in Areas of Critical Shortage

Abstract

It is well documented that early educational experiences are some of the most influential on child development, and perhaps among the most cost effective and high-leverage policy tools available. The quality of teachers and classrooms is particularly important, and no less so in early childhood education (ECE) than in K-12. Despite the importance of the ECE workforce, these teachers have historically had higher turnover, less training, and lower pay. In this paper, we investigate the results of changing staffing requirements under a federal preschool expansion grant, to understand whether and how changes in personnel training and compensation may affect the ECE workforce. Evidence suggests that policy requirements can induce compliance, but may also exacerbate differences across classrooms within schools.

Authors

• Shaun Michael Dougherty, University of Connecticut

• Michael Shane Tutwiler, University of Rhode Island

• Jennie Weiner, University of Connecticut

• Samuel Kamin, University of Connecticut - Storrs