Effects of Quality Improvement System on Early Childhood Education Practitioners

Abstract

On the basis of the data collected from 144 practitioners, we studied impact of the Palm Beach County Quality Improvement System (QIS) on practitioners. We found that (a) the duration of early learning coaching, (b) the intensity of career advisors, (c) quality workshops and conferences, (d) college courses, and (e) scholarship for books and supplies in relation to taking college courses are related to improving practitioners' job skills and level of certification and degree in early childhood care and education. We found that additional income to practitioners through the WAGE$ program is effective in retaining them. We also found that the professional development program has differential impact on practitioners of various racial and ethnic groups and that more encouragement and support should be given to African-American and Hispanic practitioners to engage in professional development and pursue advancement in the level of certificate and degree. All these findings have implications for the policy of early care and education in general and for other quality improvement initiatives for early care and education in particular.

Citation

Shen, J., Ma, X., Tackett, W., (Kim) Lu, X., Brandi, K., Goodman, J., Till, L. and Watson, G. (2011), "Effects of Quality Improvement System on Early Childhood Education Practitioners", Sutterby, J.A. (Ed.) The Early Childhood Educator Professional Development Grant: Research and Practice (Advances in Early Education and Day Care, Vol. 15), Emerald Group Publishing Limited, Leeds, pp. 129-154. https://doi.org/10.1108/S0270-4021(2011)0000015009