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The changing portrait of center-based preschool teachers: 1990 and 2012

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  • Phillips, Deborah A.
  • Anderson, Sara
  • Rupa Datta, A.
  • Kisker, Ellen

Abstract

Preschool teachers are widely acknowledged as critical to supporting the school readiness of children, yet remain under-paid relative to their education levels and have high rates of turnover relative to the U.S. workforce as a whole. Federal and state policies affect preschool teachers through education and training requirements, as well as guidelines affecting subsidy reimbursement rates, for example. Because these policies are focused on low-income children, they disproportionately experience the impacts. The present study describes trends affecting the racial-ethnic composition, education and experience, and compensation and turnover of preschool teachers of 3–5-year olds in ECE programs receiving and not receiving public funds between 1990 and 2012 – two years when nationally representative data are available. Data sources are the Profile of Child Care Settings (1990) and the National Survey of Early Care and Education (2012). Results indicate that, while the experience and education levels of teachers have increased over this 22-year period, wages have remained flat. Access to health insurance, in contrast, has improved over time and turnover rates have declined. The race-ethnic composition of the preschool teaching workforce also shifted during this time period, revealing a notable loss of Black teachers. Comparisons of programs receiving and not receiving public funds, and among those receiving different sources of public funds – CCDBG/CCDF subsidies, Head Start funds, pre-K funds -- identified disparities within survey years, as well as differing trends over time. Results have implications for policies to support teachers and young children.

Suggested Citation

  • Phillips, Deborah A. & Anderson, Sara & Rupa Datta, A. & Kisker, Ellen, 2019. "The changing portrait of center-based preschool teachers: 1990 and 2012," Children and Youth Services Review, Elsevier, vol. 107(C).
    • Handle: RePEc:eee:cysrev:v:107:y:2019:i:c:s019074091930355x
    DOI: 10.1016/j.childyouth.2019.104558
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    References listed on IDEAS

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    1. Daphna Bassok & Maria Fitzpatrick & Susanna Loeb & Agustina S. Paglayan, 2013. "The Early Childhood Care and Education Workforce from 1990 through 2010: Changing Dynamics and Persistent Concerns," Education Finance and Policy, MIT Press, vol. 8(4), pages 581-601, October.
    2. Seth Gershenson & Cassandra M. D. Hart & Joshua Hyman & Constance A. Lindsay & Nicholas W. Papageorge, 2022. "The Long-Run Impacts of Same-Race Teachers," American Economic Journal: Economic Policy, American Economic Association, vol. 14(4), pages 300-342, November.
    3. Nancy Folbre, 2012. "Should Women Care Less? Intrinsic Motivation and Gender Inequality," British Journal of Industrial Relations, London School of Economics, vol. 50(4), pages 597-619, December.
    4. Kimberly Boller & Kelly Maxwell, "undated". "QRIS Research: Looking Back and Looking Forward," Mathematica Policy Research Reports fe3b1a58f3ab4a6fbe411e45f, Mathematica Policy Research.
    5. Phillips, Deborah A. & Anderson, Sara & Datta, A. Rupa & Kisker, Ellen E., 2018. "The changing landscape of publicly-funded center-based child care: 1990 and 2012," Children and Youth Services Review, Elsevier, vol. 91(C), pages 94-104.
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    Cited by:

    1. Justin B. Doromal & Molly Michie & Grace Kegley & Daphna Bassok, 2023. "Reducing Complexity to Support Families Navigating Early Care and Education Systems," The ANNALS of the American Academy of Political and Social Science, , vol. 706(1), pages 166-192, March.

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