Influence of quality credentialing programs on teacher characteristics in center-based early care and education settings

Casey Boyd-Swan, Chris M. Herbst

Research output: Contribution to journalArticle

Abstract

Considerable evidence relates the quality of early childhood education (ECE) to children's developmental outcomes, with teacher qualifications often cited as a critical ingredient for high-quality care. As a result, quality credentialing programs—including Quality Rating and Improvement Systems (QRIS) and the National Association for the Education of Young Children (NAEYC) Early Learning Program—are increasingly prominent vehicles for improving program quality. This study combines a randomized resume audit study with administrative data on provider participation in QRIS (N = 5607) and NAEYC (N = 10,553) to examine whether these quality credentialing programs influence provider behavior during the teacher hiring process. While NAEYC-accredited providers are strongly attracted to job applicants with ECE work experience, education, and other professional credentials, QRIS participants are not.

Original languageEnglish (US)
Pages (from-to)352-365
Number of pages14
JournalEarly Childhood Research Quarterly
Volume51
DOIs
StatePublished - Apr 1 2020

Fingerprint

Credentialing
Education
Quality Improvement
teacher
education
rating
Professional Education
Quality of Health Care
childhood
Learning
hiring
applicant
audit
qualification
participation

Keywords

  • Child care
  • Early childhood education
  • Quality credentialing programs
  • Resume audit study
  • Teacher qualifications

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

@article{d16435489d084650b3a4a1b7d905f228,
title = "Influence of quality credentialing programs on teacher characteristics in center-based early care and education settings",
abstract = "Considerable evidence relates the quality of early childhood education (ECE) to children's developmental outcomes, with teacher qualifications often cited as a critical ingredient for high-quality care. As a result, quality credentialing programs—including Quality Rating and Improvement Systems (QRIS) and the National Association for the Education of Young Children (NAEYC) Early Learning Program—are increasingly prominent vehicles for improving program quality. This study combines a randomized resume audit study with administrative data on provider participation in QRIS (N = 5607) and NAEYC (N = 10,553) to examine whether these quality credentialing programs influence provider behavior during the teacher hiring process. While NAEYC-accredited providers are strongly attracted to job applicants with ECE work experience, education, and other professional credentials, QRIS participants are not.",
keywords = "Child care, Early childhood education, Quality credentialing programs, Resume audit study, Teacher qualifications",
author = "Casey Boyd-Swan and Herbst, {Chris M.}",
year = "2020",
month = "4",
day = "1",
doi = "10.1016/j.ecresq.2019.12.013",
language = "English (US)",
volume = "51",
pages = "352--365",
journal = "Early Childhood Research Quarterly",
issn = "0885-2006",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Influence of quality credentialing programs on teacher characteristics in center-based early care and education settings

AU - Boyd-Swan, Casey

AU - Herbst, Chris M.

PY - 2020/4/1

Y1 - 2020/4/1

N2 - Considerable evidence relates the quality of early childhood education (ECE) to children's developmental outcomes, with teacher qualifications often cited as a critical ingredient for high-quality care. As a result, quality credentialing programs—including Quality Rating and Improvement Systems (QRIS) and the National Association for the Education of Young Children (NAEYC) Early Learning Program—are increasingly prominent vehicles for improving program quality. This study combines a randomized resume audit study with administrative data on provider participation in QRIS (N = 5607) and NAEYC (N = 10,553) to examine whether these quality credentialing programs influence provider behavior during the teacher hiring process. While NAEYC-accredited providers are strongly attracted to job applicants with ECE work experience, education, and other professional credentials, QRIS participants are not.

AB - Considerable evidence relates the quality of early childhood education (ECE) to children's developmental outcomes, with teacher qualifications often cited as a critical ingredient for high-quality care. As a result, quality credentialing programs—including Quality Rating and Improvement Systems (QRIS) and the National Association for the Education of Young Children (NAEYC) Early Learning Program—are increasingly prominent vehicles for improving program quality. This study combines a randomized resume audit study with administrative data on provider participation in QRIS (N = 5607) and NAEYC (N = 10,553) to examine whether these quality credentialing programs influence provider behavior during the teacher hiring process. While NAEYC-accredited providers are strongly attracted to job applicants with ECE work experience, education, and other professional credentials, QRIS participants are not.

KW - Child care

KW - Early childhood education

KW - Quality credentialing programs

KW - Resume audit study

KW - Teacher qualifications

UR - http://www.scopus.com/inward/record.url?scp=85077928186&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85077928186&partnerID=8YFLogxK

U2 - 10.1016/j.ecresq.2019.12.013

DO - 10.1016/j.ecresq.2019.12.013

M3 - Article

AN - SCOPUS:85077928186

VL - 51

SP - 352

EP - 365

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

SN - 0885-2006

ER -