Early Care and Education in the Golden State: Publicly Funded Programs Serving California's Preschool-Age Children

Karoly, Lynn A.; Reardon, Elaine; Cho, Michelle

doi:10.7249/tr538

Cited by 9 publications

(28 citation statements)

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“…In fact, many of the categories listed above are not mutually exclusive, but overlapping as different fund sources are used to meet the needs of working parents and preschool children. (See Karoly, Reardon, & Cho, 2007 for a discussion of the complexity within California's early childhood systems.) These systems use varying regulations to determine who is qualified to provide care or education services, resulting in a diverse population of professionals providing early childhood education to young children.…”

mentioning

confidence: 99%

Diverse Pathways in Early Childhood Professional Development: An Exploration of Early Educators in Public Preschools, Private Preschools, and Family Child Care Homes

Fuligni

Howes

Lara-Cinisomo

et al. 2009

Early Education & Development

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This paper presents a naturalistic investigation of the patterns of formal education, early childhood education training, and mentoring of a diverse group of urban early childhood educators participating in the Los Angeles: Exploring Children's Early Learning Settings (LA ExCELS) study. A total of 103 preschool teachers and family child care providers serving primarily low-income 3- and 4-year-old children in Los Angeles County provided data on their education, training, and beliefs about teaching. This sample worked in public center based preschool programs including Head Start classrooms and State preschool classrooms (N=42), private non-profit preschools including community based organizations and faith-based preschools (N=42), and licensed family child care homes (N=19). This study uses a person-centered approach to explore patterns of teacher preparation, sources of support, supervision, and mentoring across these 3 types of education settings, and how these patterns are associated with early childhood educators' beliefs and practices. Findings suggest a set of linkages between type of early education setting, professional development, and supervision of teaching. Public preschools have the strongest mandates for formal professional development and typically less variation in levels of monitoring, whereas family child care providers on average have less formal education and more variability in their access to and use of other forms of training and mentorship. Four distinct patterns of formal education, child development training, and ongoing mentoring or support were identified among the educators in this study. Associations between professional development experiences and teachers' beliefs and practices suggested the importance of higher levels of formal training for enhancing the quality of teacher-child interactions. Implications of the findings for changing teacher behaviors are discussed with respect to considering the setting context.

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confidence: 99%

Diverse Pathways in Early Childhood Professional Development: An Exploration of Early Educators in Public Preschools, Private Preschools, and Family Child Care Homes

Fuligni

Howes

Lara-Cinisomo

et al. 2009

Early Education & Development

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“…Each requires a minimum of associate's degrees for the program director and for the lead classroom teacher. Other features in common are the use of a written curriculum, the conduct of developmental assessments, and regular parent meetings (Karoly, Reardon, and Cho, 2007;ODE and ODJFS, 2013). A rigorous evaluation of California's program has demonstrated statistically significant impacts on school readiness, with gains in vocabulary (effect size from 0.30 to 0.47) and early mathematics (effect size from 0.31 to 0.38) (Barnett, Howes, and Jung, 2009).…”

Section: Defining Qualitymentioning

confidence: 99%

Options for Investing in Access to High-Quality Preschool in Cincinnati

Karoly¹,

Whitaker²,

Kase³

et al. 2016

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This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions. The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.

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“…illustrates how the new California State Preschool program fits into the structure of publicly funded ECE programs in California that serve preschool-age children. Although the shaded box replaces five previous boxes (see Figure 2.1 in Karoly, Reardon, and Cho, 2007a), the system still remains complex. 8 Under SB 1629, the Early Learning Quality Improvement System Advisory Committee is tasked with making recommendations for improving the quality of ECE programs from birth through age five, including how to assess quality.…”

Section: Preschool Policy Developments In Californiamentioning

confidence: 99%

“…To address these questions, we draw on the results of three interrelated studies conducted as part of this project that were designed to advance our knowledge regarding (1) achievement gaps among California children in the early grades (Cannon and Karoly, 2007b); (2) the utilization of ECE services among California's children and the quality of those experiences (Karoly, Ghosh-Dastidar, et al, 2008a); and (3) the system of public funding in California for ECE programs in the two years prior to kindergarten entry (Karoly, Reardon, and Cho, 2007a).…”

Section: Introductionmentioning

confidence: 99%

Preschool Adequacy and Efficiency in California: Issues, Policy Options, and Recommendations

Karoly¹

2009

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This document and trademark(s) contained herein are protected by law as indicated in a notice appearing later in this work. This electronic representation of RAND intellectual property is provided for non-commercial use only. Unauthorized posting of RAND PDFs to a non-RAND Web site is prohibited. RAND PDFs are protected under copyright law. Permission is required from RAND to reproduce, or reuse in another form, any of our research documents for commercial use. For information on reprint and linking permissions, please see RAND Permissions.

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Early Care and Education in the Golden State: Publicly Funded Programs Serving California's Preschool-Age Children

Cited by 9 publications

References 10 publications

Diverse Pathways in Early Childhood Professional Development: An Exploration of Early Educators in Public Preschools, Private Preschools, and Family Child Care Homes

Diverse Pathways in Early Childhood Professional Development: An Exploration of Early Educators in Public Preschools, Private Preschools, and Family Child Care Homes

Options for Investing in Access to High-Quality Preschool in Cincinnati

Preschool Adequacy and Efficiency in California: Issues, Policy Options, and Recommendations

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