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Information regarding preK teacher qualifications, compensation & professional development

Workforce

Strategies in Pursuit of Pre-K Teacher Compensation Parity:


October 2017

The National Institute for Early Education Research is proud to partner with the  Center for the Study of Child Care Employment  at UC Berkeley on release of a new report revealing how states and cities are closing the gap in compensation between equally qualified pre-K teachers and kindergarten and elementary school teachers. This report is the third in a series of materials on…

Getting Qualified: A Report on the Efforts of Preschool Teachers in New Jersey’s Abbott Districts to Improve their Qualifications


June 2017
Sharon Ryan Ph.D. and Debra J. Ackerman

This report was originally published March 3, 2004. Research evidence demonstrates that a high-quality early education can ameliorate the effects of disadvantage and produce positive outcomes not only for children and their families, but society as well (Barnett, 1998; Vandell & Wolfe, 2000). One of the most consistent indicators of quality is the presence of…

In Pursuit of Pre-K Parity


April 2017
Marcy Whitbook, Ph.D. and Caitlin McLean, Ph.D.

A Proposed Framework for Understanding and Advancing Policy and Perspective  More than half of all state-funded pre-kindergarten (pre-K) programs now require lead teachers to earn a bachelor’s degree or higher, as do many city-funded pre-K programs, yet salaries and benefits for pre-K teachers are consistently lower than the average salary for public school elementary school…

Teacher Compensation Parity Policies and State-Funded Pre-K Programs


April 2017
W. Steven Barnett, Ph.D. and Richard Kasmin

Although the phrase compensation parity policy for preschool teachers may seem clear at first, the term is used in a variety of ways and refers to a range of different policies. All of these policies seek to improve the financial rewards for teaching preschool relative to teaching older children, but they differ in how far…

Policy Brief – Degrees in Context: Asking the Right Questions about Preparing Skilled and Effective Teachers of Young Children


April 2011

This brief aims to broaden the discussion about what it takes to develop and maintain effective instructional practices for preschool teachers.

Early Learning Scale: Technical Report


September 2010

This technical report from NIEER researchers on the Early Learning Scale offers information on the use and reliability of the instrument and on the validity of the data.

NIEER Working Paper – Mathematics and Science in Preschool: Policy and Practice


March 2009
Kimberly Brenneman, Judi Stevenson-Boyd and Ellen C. Fre

Does a teacher's bachelor's degree have a positive impact on early childhood education outcomes? This meta-analysis was conducted to provide a quantitative synthesis of research findings on the relationship of teacher educational attainment and measures of classroom quality and child development.

Policy Brief – Math and Science in Preschool: Policies and Practice


March 2009

This policy brief reviews research addressing the development of mathematics and science knowledge in preschool children, identifies areas that require further study, and outlines recommendations for early education policy in these domains.

Partnering for Preschool


April 2008

In this study of the New Jersey Abbott preschool program, researchers identify ingredients of success others can use in developing programs with mixed delivery systems.

What Research Says About K-8 Science Learning and Teaching


November 2007

The way we teach science fails to recognize that "Children are capable of abstract reasoning and theory building from very early ages" writes Rutgers University science education professor Richard A. Duschl in a compelling article in the November/December 2007 issue of Principal, a magazine published by the National Association of Elementary School Principals.