Tag Archives: community colleges

How to Professionalize the Early Childhood Workforce? Three Approaches for States

Right now there is little incentive to pursue a bachelor’s degree in early childhood education. Degree holders have the lowest starting salary of any major, and there are limited opportunities for career advancement. But research shows the achievement gap begins before students enter kindergarten, and our littlest learners need the best teachers.

Many states are exploring ways to professionalize the early childhood workforce, and some are reforming degree and credential requirements. This year, Washington, D.C. passed legislation requiring all early childhood educators to have an associate’s degree. Other states now require a Child Development Associate (CDA) credential. With this trend in mind, states should plan ahead to make early childhood education degree programs worthwhile and accessible for educators already in the field.

What can they be doing now? Here are three things states should consider to lay a solid foundation for professionalizing the early childhood workforce:

1) Guided Pathways

As it is now, many two-year institutions offer a range of options to study early childhood education: students can take a CDA preparation course or pursue a certificate, diploma, career associate’s degree, or transfer associate’s degree (to continue at a four-year institution). The differences in these programs can be unclear to students and may not align to build on each other. With confusing programs and poor advising, students end up with additional credits that don’t contribute to a degree program, wasting precious time and money.

Guided pathways require higher education leaders and faculty to redesign their offerings, creating clear outcomes for programs and credentials that build on one another. As seen below in the career map from a community college in Wisconsin, pathways clarify which degree programs are relevant for which careers and other outcomes and give students increased agency in selecting a program that fits their needs and goals.

Source: Career Pathway for Early Childhood Education at Gateway Technical College in Wisconsin [PDF]

2) Articulation Agreements

Articulation agreements are agreements between two- and four-year institutions that allow students to transfer seamlessly without losing credits. Most two-year institutions have some kind of articulation agreement, but not specifically for early childhood education. Expanding the number of early childhood bachelor degree programs at four-year institutions and ensuring every two-year institution has an articulation agreement for early childhood lays the foundation for potentially requiring early childhood educators to have bachelor degrees in the future.

Some states, such as Connecticut and Pennsylvania, have already created statewide agreements between all two- and four-year institutions for early childhood degrees, providing a model of what this could look like elsewhere.

3) Accreditation Support

Early childhood accreditation organizations, such as the National Association for the Education of Young Children (NAEYC), work to raise the quality of early childhood programs. But accreditation can be expensive, and many schools prioritize other programs for accreditation above early childhood. State support, such as North Carolina’s innovative grant program, expands the number of accredited programs. As early childhood educators pursue a degree, the seal of accreditation provides peace of mind to students, as well as a degree program designed to meet the needs of today’s infants and toddlers.

If states aren’t already thinking about reforming the early childhood workforce, they are missing an opportunity to professionalize a field that plays a vital role in eliminating the achievement gap. For reform to be successful, institutional structures must be in place to support continuing education. If not planned correctly, the burden of mandated degree policies will rest on teachers and not successfully transform the early childhood education field.

What Does Obama’s Free Community College Proposal Have to Do With Pre-K? More Than You Think!

Last night, the White House announced a proposal to make 2 years of community college free for any student who attends at least part time, maintains a 2.5 GPA, and makes progress towards completion. The program, which will be included in the administration’s FY 2016 budget request, would be funded with 75 percent federal funds and a 25 percent state match.

I know your first reaction to this was: “What does this mean for pre-k?”

Okay, I’d actually be shocked if that was anyone’s reaction. But, just to demonstrate my impressive ability to make any education topic about pre-k, here are some pre-k related reactions:

  • This could help improve qualifications of early childhood teachers: According to a recent report from the Center for the Study of Childcare Employment, only 60 percent of preschool or childcare teachers have an associate’s degree or higher. States and the federal government (in Head Start) have taken steps in recent years to increase the qualifications of early childhood teachers, but early childhood teachers face numerous barriers–not the least of which is the cost of higher education tuition–particularly given the low pay of early childhood workers. Because this proposal would be open to adult workers returning to school, as well as recent college graduates, it could help more early childhood workers earn postsecondary credentials.
  • Another targeted vs. universal debate!:  Vox’s Libby Nelson notes that some advocates for low-income students fear making 2 years of community college free for all students would disproportionately benefit middle class students who can afford to pay tuition, rather than low-income students who need more help. This sounds a lot like the universal vs. targeted debate in pre-k. Interestingly, where one comes down in either of these debates has a lot to do with how you believe the program will impact family expectations and the K-12 education system. Supporters of college for all believe that providing universal access will encourage more low-income students and their families to see going to college as a real possibility and increase expectations on K-12 schools to prepare these students for college. Similarly, advocates for universal preschool believe that universal access will encourage families to see preschool as education rather than babysitting, and that providing all children a quality early learning experience that prepares them for kindergarten will enable K-12 schools to change their curricula and instructional practices to further accelerate children’s learning.
  • Expanding the boundaries of public education: Ultimately, both this proposal and universal pre-k proposals represent efforts to expand the boundaries of public education–to start earlier and end later–in recognition that our nation’s future economic success depends on improving skills and knowledge of future generations. While some might see this proposal as a choice to invest in college students rather than little kids, an alternative conclusion might be that it reflects a growing recognition that the boundaries of our current education system are largely arbitrary and no longer make sense for our current economy and needs. That’s good new for both community college and pre-k.