Professional Development Incentives for Oregon's Early Childhood Education Workforce: A Randomized Study. REL 2021-111

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Autor/inn/en	Pierson, Ashley; Cannon, Jill; Perera, Rachel; Mihaly, Kata; LeMahieu, Rebekah
Institution	National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); Regional Educational Laboratory Northwest (ED); Education Northwest
Titel	Professional Development Incentives for Oregon's Early Childhood Education Workforce: A Randomized Study. REL 2021-111
Quelle	(2021), (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Preschool Teachers; Child Care; Disadvantaged Youth; Faculty Development; Teacher Competencies; Career Development; Teacher Persistence; Electronic Mail; Incentives; College Credits; Scholarships; Training; Postsecondary Education; Barriers; Intervention; Teacher Participation; Teacher Characteristics; Geographic Location; Institutional Characteristics; Professional Identity; Oregon + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Kinderfürsorge; Kinderbetreuung; Benachteiligter Jugendlicher; Lehrkunst; Berufsentwicklung; Elektronischer Briefkasten; Anreiz; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Scholarship; Stipendium; Ausbildung; Post-secondary education; Tertiäre Bildung
Abstract	Many states seek to increase the education levels of their early childhood education (ECE) workforce to improve the quality of care for children. Oregon encourages all ECE workforce members to sign up for a career lattice, a career pathway system that helps them determine goals related to increasing their education. The state also offers incentives for reaching specific steps in the career lattice and scholarships for college credit and community-based training. This study used two randomized controlled trials in 2018 and 2019 to test whether sending emails and offering different financial incentives to Oregon ECE workforce members increased career lattice sign-up and increased education and training levels or workplace retention. The study found that sending emails encouraging career lattice sign-up had no detectable impact on career lattice sign-up or workplace retention. Sending emails offering a monetary incentive at an earlier-than-usual step on the career lattice had a positive impact on training hours recorded but no detectable impact on career lattice movement, college credit hours earned, or workplace retention. Sending emails about automatic enrollment in a scholarship program had no detectable impact on scholarship use, career lattice movement, college credit hours earned, or workplace retention. Lastly, after participants were randomly assigned to study groups, the email campaigns were implemented as planned, reaching all intended participants, although the interventions ended sooner than planned because of a state policy change. The findings suggest that low-touch interventions such as emails have promise for increasing training hours but are not sufficient to induce changes in career lattice sign-up, continuing postsecondary education, or workplace retention for Oregon ECE workforce members. These results have implications for future research, in addition to demonstrating how better messaging and supports can mitigate barriers to further education and training and how email campaigns can be leveraged for workforce communication efforts. This information is particularly relevant for state agencies and education and training providers. [For the Study Snapshot, see ED614625. For the appendixes, see ED614626.] (As Provided).
Anmerkungen	Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/northwest/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01