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

Autor/inn/en	Bellm, Dan; Burton, Alice; Whitebook, Marcy; Broatch, Linda; Young, Marci P.
Institution	Center for the Child Care Workforce, Washington, DC.
Titel	Inside the Pre-K Classroom: A Study of Staffing and Stability in State-Funded Prekindergarten Programs.
Quelle	(2002), (100 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-889956-25-2
Schlagwörter	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; California; Georgia; Illinois (Chicago); New York; Texas + Suchen Sie Ihr Suchwort? Abfindung; Kompensation; Lohnausgleich; Auslieferung; Politics of education; Bildungspolitik; Labour force; Arbeitskraft; Erwerbsbevölkerung; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Private school; Privatschule; Öffentliche Ordnung; Public school; Öffentliche Schule; Regierungsprogramm; Lehrqualifikation; Lehrerrekrutierung; Kalifornien
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)
Anmerkungen	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.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC