New report sheds light on racial equity implications of additional credential requirements for educators of color.
WASHINGTON, D.C.—Recent changes to Early Childhood Education (ECE) credential policies in various states that require postsecondary education can carry the risk of locking out experienced educators of color, according to a new report released today by The Institute for College Access & Success (TICAS) and the Georgetown Center on Poverty and Inequality (GCPI).
The report, Centering Quality, Centering Equity: Lessons Learned in Increasing Early Childhood Educator Credentials, makes the case for state ECE credential policies that support and protect workers and advance racial, gender, and economic equity.
“Our joint report serves as a vital tool in elevating the voices of early education practitioners as they navigate a changing and challenging workforce environment,” said Sameer Gadkaree, president of TICAS. “When considering these types of policy changes, lawmakers must ensure that there are accessible, debt-free college pathways for incumbent educators – ones that do not increase their economic precarity.”
In recent years, state government leaders have increasingly focused on changing qualifications for specific ECE positions, including aides, instructors, assistant teachers, lead teachers, and operators, as increasing credential requirements has sometimes been associated with increasing quality. However, across the country, early childhood educators face significant barriers to economic security and continuing education–all while supporting children, parents, and their communities with specialized education services.
“As state policymakers consider increasing credential requirements, we urge them to listen to early childhood educators, many of whom are women of color,” said Lelaine Bigelow, executive director of GCPI. “These policies must be designed with the right resources and support to ensure success of the current workforce and avoid unintended consequences that could exacerbate the care crisis.”
Thriving communities depend on a strong ECE system–one where both young children and members of the workforce are served and supported, the report highlights. In recent years, federal and state policymakers on both sides of the aisle have elevated child care, pre-Kindergarten, and early care and education among their most important policy priorities, and the issue is expected to have continued importance in the near future.
“Childcare providers and early childhood educators are the backbone of our nation, enabling people with young children to work, provide stability to their families, and contribute to the economy,” said Trena Hudson, executive of early learning and care at FIRST 5 Santa Clara County. “This vital workforce, predominantly women, particularly women of color, needs support. This report calls for policies that ensure pay equity, flexible education options, and continuous quality improvements, benefiting families and children nationwide. Lawmakers must collaborate with these essential workers to build a stronger, more equitable future.”
To understand and uplift experiences of early childhood educators navigating changing requirements, researchers conducted focus groups of racially and ethnically diverse early childhood educators in California and Washington, D.C. These conversations exposed how requirement changes—if not accompanied by thoughtful college access and other workforce policies—could exacerbate the existing ECE workforce shortage, threatening employers’ ability to recruit, hire, and retain a talented workforce.
“Centering racial and economic equity in credentialing would result in significant improvement for the ECE workforce and the children they serve,” said Stacy Lee, chief learning officer and senior managing director of early childhood at Children Now. “For too long, California has not balanced raising educational requirements with investing in the strengths and needs of the ECE workforce; this approach has not served us well. We encourage state policymakers take a close look at these recommendations.”
According to the report’s original quantitative analysis, many early educators have extensive work experience and credentials, but are paid low wages and face serious barriers to furthering their education. Over half of lead teachers have accumulated more than 10 years of experience educating children under the age of 13, and more than 40 percent have been employed at their current program for more than five years. The median hourly wage for lead teachers without a postsecondary degree was $10.75 in 2019 and over half of them lived in a household with $30,000 or less in total income. Over three quarters worked 36 hours or more per week and 41 percent had a child under the age of 13 years old.
“We’re proud that the District of Columbia is leading the nation in efforts to increase compensation for early childhood educators working with children birth to five,” said Sara Mead, deputy superintendent of early learning in the DC Office of the State Superintendent of Education. “In concert with our commitment to set high standards and support early educators to meet them, through scholarships and flexible postsecondary options designed with early educators in mind, these efforts will cultivate a pipeline of early educators who support our littlest learners to reach their potential.”
To ensure that the ECE workforce and system remain strong, the report offers the following policy priorities for policymakers to consider:
- Build relationships and/or networks of incumbent workers and worker advocates.
- Reduce the costs associated with obtaining new credentials.
- Develop flexible and competency-based pathways, in collaboration with other entities.
- Provide adequate credit for work experience.
- Create debt-free pathways to college.
- Increase educator wages and prioritize pay equity.
- Improve data collection efforts.
To download the full report, executive summary, and technical documentation, click here.
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About TICAS
The Institute for College Access & Success is a trusted source of research, design, and advocacy for student-centered public policies that promote affordability, accountability, and equity in higher education. For more information, see www.ticas.org or follow us on Twitter and Facebook.
About GCPI
Georgetown Center on Poverty and Inequality expands economic security and opportunity and advances racial and gender equity for everyone in the U.S. through research, analysis, and ambitious policy ideas. For more information, visit www.georgetownpoverty.org.