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The high rate of teacher turnover is one of the biggest barriers to building high quality infant education (ECE) systems. In the United States, teachers with junior students go up at higher prices than those in the K-12 training program. For example, our recent work shows that nearly half of Louisiana child care workers leave their jobs from one year to the next. The strike exacerbated the problems of these workers. Center officials say they are struggling to retain and recruit coaches and therefore express many families.
Public investment in ECD programs should bring two benefits: the educational opportunities for children at the active level, and important family and economic support services. Teachers go up in price when this affects both. Children learn little if they are not able to form stable, cohesive relationships with their operators. Levels of professional development are destroyed when most teachers leave before applying what they have learned. Homes cannot use classrooms, or they must be completely closed if they do not recruit and retain adequate teaching staff. And if childcare is not available, parents can not go back to work and not recover the economy.
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Not surprisingly, the number of employees has increased in an area where work is difficult, but wages are not enough to meet even the most basic needs. Nationwide child care educators are paid up to $ 12 an hour and a quarter of them do not have enough money to buy food. Many early teachers may find high-paying, low-stress jobs in addition to childcare.
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To address this high level, many countries are now using the COVID-19 grant to generate bonuses and financial incentives for childcare educators in the hope of stabilizing these workers. It is not yet clear how effective these short-term investments are. In general, there is very little evidence for an association between increased pay and teacher stability among early educators. Therefore – in collaboration with the Virginia Department of Education, the Virginia Early Childhood Foundation, and our colleagues Molly Michie and Vivian C. Wong – we conducted a recent survey to investigate this issue.
In 2019, Virginia received union funding from Preschool Development Birth through Five Grants (PDG), and donated a significant portion of its funding to direct funding to early teachers. The goal of the program, the Teacher Recognition Program (TRP), was to recognize the hard work of teachers, reduce their financial stress, reduce outreach, and create sustainable learning opportunities for children. Teachers were eligible for anyone who worked up to 30 hours a week with children aged 0-5 at any site participating in the PDG (including childcare facilities and school-based pre-K programs). If they meet these requirements within eight months, teachers can earn $ 1,500.
With 25 of the 26 Virginia cities participating in the PDG this year, all teachers worked on the PDG site and met these requirements. However, in Fairfax, the most popular state in Virginia, there was not enough money to employ all the qualified teachers, so the country distributed limited resources through the lottery. In particular, 50% of the participating sites were randomly assigned to participate in the TRP, and all qualified teachers in those areas were able to participate in the program. Another 50% of the sites were ineligible; Their teachers did not receive any promotions on TRP and could not earn any money through the program. This lottery, which was considered as a good way to allocate scarce resources, allowed us to make an initial assessment of whether financial incentives would reduce teacher turnover in the ECE.
Instructors in areas randomly assigned to TRP have little chance of conversion. About a quarter of all teachers on site who received no motivation left their site within eight months (see Figure 1 below). Only 14% of qualified teachers did so.
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The result is even more shocking for childcare teachers: financial incentives have reduced the number of staff on average, from 30% to 15%. Financial incentives have nothing to do with the change in teachers working in schools. This may indicate differences in financial performance in segments; In our example, schoolteachers receive twice the annual salary of teachers in schools, although schoolteachers work a few months during the year.
When we examined educators who received financial incentives after the end of the TRP, almost all (89%) reported additional income that helped them manage their finances and family expenses, including food and rent. One wrote: “It meant I could stay active and not worry about food, car bills or my child.”
Our findings provide strong evidence that in the context of the pre-epidemic epidemic, the $ 1,500 incentive significantly affected teacher care among child care educators. For our colleagues in Virginia, this survey prompted state lawmakers to increase the union budget on TRP by a further $ 8 million over two years. With this national investment, Virginia TRP was able to add child care educators and provide more funding per educator. Now in its third year, Virginia is volunteering to work for more than 6,000 qualified teachers in day care centers around the world, offering teachers up to $ 2,000.
Although we have no evidence for experiments on the Virginia program to promote change during the epidemic, surveys obtained from the spring of 2021 show that almost all educators who received this money used it for initial income (e.g. In total, two out of five qualified teachers reported this amount, which led them to stay in their position longer than they had been. One commenter stated: “It never seemed right to me that children from poor families on the periphery of less qualified teachers.This help has helped stabilize our center and encourage young teachers to continue learning.Together, the results of our year-long TRP review provide inspiring news for communities seeking the CCIDID 19 to use grants to support educators in the childcare sector through financial aid stabilize.
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At the same time, relying on help or funding for a short-term relief program – even those who served as Virginia’s TRP was short-lived – is not a strong solution to long-term employee problems. Even though we do not yet know what causes the antitrust program outside of the eight-month program, we do know that teachers care for young children and teach them not to be able to do their jobs properly, or even pay if they are paid at standard rates. their basic needs. Their employers do not have the money to raise wages, and raising family prices is not yet a viable solution. In the context of this article, low income has helped educators stabilize and focus on their work.
But there is a certain distance between this kind of short-term and large-scale support, possible funding needed to promote high-quality learning opportunities. Reliable, long-term funding for real-time early education – including high rewards for childcare educators – is needed when countries see the types of return on investment that successful ECE programs can offer.
President Biden’s Build Back Better Program will provide this type of funding, providing the country with funding and support to effectively improve the quality of childcare through affordable reform. So, getting this bill through the Senate has proven problematic, with calls growing to cut important pieces. Finding a way to implement this policy, including the planting of educators who care for and educate our young children, is important – not just for the care sector, but for the entire economy. Public investment in primary school teachers has been delayed, and is critical to meeting the needs of children, parents and the community.
The Brown Center Chalkboard was launched in January 2013 as a weekly review of documentation, research, and practices related to U.S. education.
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In July 2015, Chalkboard was re-launched as a blog to provide regular, timely and unique content. Contributions to both the first series of articles and recent blogs are committed to providing evidence for action in the debates surrounding education law in America.
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