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Quality improvements in the early care and education workforce: Outcomes and impact of the T.E.A.C.H. Early Childhood® Project

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  • Miller, Joyce Ann
  • Bogatova, Tania

Abstract

To date there has not been a systematic, longitudinal research to assess the efficacy of public investments in the professional development of early childhood educators that are funded through the T.E.A.C.H. Early Childhood® Project. This study of the T.E.A.C.H. Early Childhood® Project Pennsylvania provides a longitudinal analysis of the data for the first three cohorts of applicants and scholars that participated in Pennsylvania's T.E.A.C.H. program. Over a 5-year period, we followed the scholars that participated in this program to examine the direct outcomes, as well as the indirect impact, of participating in the T.E.A.C.H. scholarship program. We found a number of positive outcomes for the scholars with respect to: educational achievement, increased compensation, reduced turnover, and improved knowledge, skill, and practice. The downside of T.E.A.C.H., as implemented in Pennsylvania, is keeping caregivers in the program. Only 15% of the scholars were still in the program at the end of the 5th year. The dropout/withdrawal rate after the first contract was 43.5% representing a sizable investment in scholars that never completed the initial contract. Based on these findings, the implications policy and practice are discussed.

Suggested Citation

  • Miller, Joyce Ann & Bogatova, Tania, 2009. "Quality improvements in the early care and education workforce: Outcomes and impact of the T.E.A.C.H. Early Childhood® Project," Evaluation and Program Planning, Elsevier, vol. 32(3), pages 257-277, August.
    • Handle: RePEc:eee:epplan:v:32:y:2009:i:3:p:257-277
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    References listed on IDEAS

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    1. Jeon, Hyun-Joo & Kwon, Kyong-Ah & McCartney, Christina & Diamond, Lindsay, 2024. "Early childhood education and early childhood special education teachers’ perceived stress, burnout, and depressive symptoms," Children and Youth Services Review, Elsevier, vol. 166(C).
    2. Kwon, Kyong-Ah & Malek, Adrien & Horm, Diane & Castle, Sherri, 2020. "Turnover and retention of infant-toddler teachers: Reasons, consequences, and implications for practice and policy," Children and Youth Services Review, Elsevier, vol. 115(C).

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