Financing Early Educator Teacher Quality: A Closer Look at Assumptions That Drive Variations in Estimating the Cost of Services

Autor/inn/en	Austin, Lea J. E.; Whitebook, Marcy; Dichter, Harriet
Institution	University of California, Berkeley. Center for the Study of Child Care Employment
Titel	Financing Early Educator Teacher Quality: A Closer Look at Assumptions That Drive Variations in Estimating the Cost of Services
Quelle	(2019), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Teachers; Costs; Teacher Salaries; Wages; Teaching Conditions; Planning; Financial Support; Early Childhood Education; Educational Needs; Child Care; Teacher Student Ratio; Student Needs; Teacher Role; Teacher Qualifications; Child Caregivers; Employment Qualifications; Fringe Benefits; School Personnel; Administrators; Preschool Education; Kindergarten; Educational Finance; Florida + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Cost; Kosten; Lehrerbesoldung; Lehrervergütung; Wage; Löhne; Lehrbedingungen; Unterrichtsbedingungen; Ablaufplanung; Planungsprozess; Finanzielle Förderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational need; Bildungsbedarf; Kinderfürsorge; Kinderbetreuung; Lehrer-Schüler-Relation; Lehrerrolle; Lehrqualifikation; Caregiver; Caregivers; Carer; Child; Children; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Sozialabgaben; Schulpersonal; Bildungsfonds
Abstract	Most early educators are paid less than $15 per hour, and many of them report high levels of economic insecurity evidenced by their worry about meeting monthly family expenses or paying for bare necessities such as food and housing. Coupled with low wages, few early educators can expect to work in settings that provide basic professional supports including paid planning time, which is essential to effective teaching practices (Whitebook, McLean, Austin, & Edwards, 2018). Inadequate levels of public financing and a heavy reliance on families to pay the costs of early care and education (ECE) services has allowed these conditions to persist for decades with only limited improvement, despite the growing understanding of the impact that early educators have on the children in their charge (NASEM, 2018). In this report, the authors demonstrate how assumptions about what teachers need produce per child costs that vary by thousands of dollars. Recognizing that estimates are important points of information -- as they are often used to inform short- and long-term term decisions about early care and education services -- they examined a set of cost models with regard to assumptions about resources for teachers and their working environments. These assumptions drive the per child and total systems estimates produced for budgetary purposes and ultimately frame the daily realities of early educators. (ERIC).
Anmerkungen	Center for the Study of Child Care Employment. Institute of Industrial Relations, University of California at Berkeley, 2521 Channing Way #5555, Berkeley, CA 94720. Tel: 510-643-7091; Web site: https://cscce.berkeley.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01