THE EARLY CHILDHOOD CARE AND EDUCATION WORKFORCE FROM 1990 THROUGH 2010: CHANGING DYNAMICS AND PERSISTENT CONCERNS

被引：20

作者：

Bassok, Daphna ^{[1
]}

Fitzpatrick, Maria ^{[2
]}

Loeb, Susanna ^{[3
]}

Paglayan, Agustina S. ^{[3
]}

机构：

[1] Univ Virginia, Curry Sch Educ, Charlottesville, VA 22904 USA

[2] Cornell Univ, Dept Policy Anal & Management, Ithaca, NY 14853 USA

[3] Stanford Univ, Ctr Educ Policy Anal, Stanford, CA 94305 USA

来源：

EDUCATION FINANCE AND POLICY | 2013年 / 8卷 / 04期

关键词：

QUALITY; CHILDREN; TEACHER; SELECTION; TURNOVER; SUPPORT;

D O I：

10.1162/EDFP_a_00114

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

Historically, the early childhood care and education (ECCE) workforce has been characterized as a low-education, low-compensation, low-stability workforce. In recent years, considerable investments have been made to correct this, but we lack evidence about the extent to which these investments were accompanied by changes in the characteristics of the workforce. Using nationally representative data, we find that the historical characterization of the ECCE workforce continues to apply. However, we also find that the average educational attainment, compensation, and stability of ECCE workers increased substantially from 1990 to 2010. Surprisingly, the shift in the composition of the ECCE workforce toward more regulated settings and away from home-based settings is not the primary driver of these changes. Contrary to our expectations, gains within the home-based workforce are the primary drivers, though the education and wages of home-based workers remain substantially lower than among formal-care workers.

引用

页码：581 / 601

页数：21

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