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Subjects included a sample of 244 pre-k teachers. employed by the school. districts chosen for the study. Each teacher received a Teacher Survey with a cover letter. Stamped, pre-addressed envelopes were included toenable the teacher to return the survey directly to the researcher. The second group of study subjects included 66 campus and ...
This brief is the first in a series of materials on pre-K compensation. [For the other reports in this series, see "Teacher Compensation Parity Policies and State-Funded Pre-K Programs" (ED591987) and "Strategies in Pursuit of Pre-K Teacher Compensation Parity: Lessons from Seven States and Cities" (ED591985).]”
In 2014-2015, Texas spent approximately $3,600 per pupil on state Pre-K programs,10 causing Texas to be ranked 30th (of 43) in the nation in Pre-K spending (Barnett et al., 2016). Texas Pre-K spending per pupil is below the national Pre-K spending per pupil average of $4,521 (Barnett et al., 2016).
The Center for the Study of Child Care Employment (CSCCE), in partnership with the National Institute for Early Education Research (NIEER), has produced a series of materials that explore state policy efforts to move toward compensation parity between pre-K and K-3 teachers.
The research partnership focused on all 139 pre-K programs in the district. In addition, Dallas ISD also provided fiscal support and programmatic oversight to another 110 pre-K programs in the district (e.g., Head Start). These pre-K programs engaged in all of the activities described and thus also participated in the research partnership.
data: (a) We can observe all lead teachers work-ing in publicly funded, center-based eCe settings in Louisiana—including teachers working in subsidized child care, federally funded Head Start, and school-based pre-kindergarten, and (b) we observe each teachers’ ratings from an in-per-son observation focused on the quality of teacher–
One of the goals of pre-K programs funded by states is to support the learning and development of young children. Research finds that only high-quality programs can achieve positive, long-term outcomes in areas such as student achievement, educational attainment, personal and social behavior (e.g., reductions in crime), and adult health and economic productivity.
2 California has two prekindergarten programs: California State Preschool Program (CSPP) and the Transitional Kindergarten (TK) program. 3 In California, the TK program requires that prekindergarten teachers have a bachelor's degree, but the CSPP does not have this requirement. 4 In California, the CSPP program requires specialized training in ...