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.
N1 - Funding Information:
The authors contributed equally to this project, and are considered co-lead authors. We thank Lauren Cater, Victoria Grijalva Ochoa, Stephanie Hackett, Lindsey Hench, Leigh Jensen, Zoram Kaul, Elizabeth Kuttner, Sweta Sen, and Jason Shumberger for outstanding research assistance. We also thank Ryan Claassen, Ashley Nickels, Joanna Lucio, David Blau, Erdal Tekin, Dan Silverman, and Spiro Maroulis for helpful conversations and feedback. This research is supported by the College of Public Service and Community Solutions at ASU and by the Smith Richardson Foundation (Grant Number 2016-1160). This study was approved by the ASU Institutional Review Board (STUDY00002128) and by the Kent State University Institutional Review Board (16225 and 17097).
Publisher Copyright:
© 2020 Elsevier Inc.
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
SN - 0885-2006
VL - 51
SP - 352
EP - 365
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
ER -