The policy implications of compensation and working conditions in three publicly funded early childhood systems

This article analyzes the policy implications of disparate compensation and working conditions associated with teaching in three publicly funded early childhood systems. Survey data from 559 teachers (336 public school, 134 publicly funded child care, and 89 Head Start) included information on level...

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Bibliographic Details
Published in:Early childhood research quarterly 1990, Vol.5 (2), p.181-198
Main Authors: Granger, Robert C, Marx, Elisabeth
Format: Article
Language:English
Subjects:
Career Change
Comparative Analysis
Day Care
Early Childhood Education
Educational Policy
Faculty Mobility
New York (New York)
Policy Implications
Preschool Teachers
Project Head Start
Public Education
Public Schools
Salary Wage Differentials
Teacher Education
Teaching Conditions
Teaching Experience
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Summary:This article analyzes the policy implications of disparate compensation and working conditions associated with teaching in three publicly funded early childhood systems. Survey data from 559 teachers (336 public school, 134 publicly funded child care, and 89 Head Start) included information on level of training, credentials held, course work in early childhood education, workforce stability, and future career plans. Unacceptable rates of teacher turnover and vacancy in the nonpublic school programs were predicted by differences in compensation and working conditions. The results are discussed in the context of what is known about the quality of early childhood programs and the increasing involvement of public schools in programs for young children.
ISSN:0885-2006
1873-7706
DOI:10.1016/0885-2006(90)90043-Z