Editor’s Note
For comments on this article, read Margaret Blood on preK teacher initiatives from Early Education for All; Carolyn T. Cobb on North Carolina’s “More at Four” initiative; Sybil Jordan Hampton on Arkansas’ preK initiatives; Clara Jennings on opening the teacher preparation pipeline in early childhood education; and Andrew White on the pay gap for preK teachers.
Volume 22, Number 1
January/February 2006
Degrees of Improvement
States push to reverse the decline in preschool teachers’ qualifications
By MICHAEL SADOWSKI
Degrees of Improvement, continued
Degrees of Improvement: States push to reverse the decline in preschool teachers’ qualifications
Degrees of Improvement
Better preparation for elementary reading, writing, and math. Lower rates of special education placement and grade retention. Higher incomes and lower incidence of arrest during adulthood. The short- and long-term benefits of quality preschool education are well documented by research dating back decades.
Yet at a time when recognition of preschool’s importance seems to be growing, the educational qualifications of preschool teachers are steadily declining. Around the country, advocates, policymakers, and teacher educators are struggling to find ways to improve the skills and credentials of those who teach our nation’s youngest students.
This article is part of an ongoing series on the education of children from preK through grade 3, made possible through the support of the Foundation for Child Development.
This is an excerpt from the Harvard Education Letter.
Subscribers can click here to continue reading this article.
Click here to become a subscriber.
Better preparation for elementary reading, writing, and math. Lower rates of special education placement and grade retention. Higher incomes and lower incidence of arrest during adulthood. The short- and long-term benefits of quality preschool education are well documented by research dating back decades.
Yet at a time when recognition of preschool’s importance seems to be growing, the educational qualifications of preschool teachers are steadily declining. Around the country, advocates, policymakers, and teacher educators are struggling to find ways to improve the skills and credentials of those who teach our nation’s youngest students.
This article is part of an ongoing series on the education of children from preK through grade 3, made possible through the support of the Foundation for Child Development.
