"Funders value the accountability the T.E.A.C.H. Early Childhood® Program offers. The T.E.A.C.H. Early Childhood® name is a registered trademark of Child Care Services Association. Brand name recognition coupled with a proven track record of reliable outcome data provide the Program validity across the field and the nation."
– Findings from the David and Lucille Packard Foundation Organizational Effectiveness Philanthropy Research Grant
The T.E.A.C.H. Early Childhood® Program is outcome driven. T.E.A.C.H. outcomes address the enduring challenges that plague the early childhood field - high turnover, low compensation and insufficient teacher education. Data collection is critical to the success and expansion of the T.E.A.C.H. Early Childhood® Program. Through systematic data collection it is easy to see the important contribution T.E.A.C.H. is making to the early childhood field. Each year data from all T.E.A.C.H. state programs are collected, collated and analyzed and an annual national program report is produced that highlights the collective accomplishments of all T.E.A.C.H. states.
Most T.E.A.C.H. recipients begin their college journey with a T.E.A.C.H. scholarship. Some have taken a few courses but never finished a degree. A few have degrees in other fields but no early childhood education coursework. Given where our recipients begin their educational journey with T.E.A.C.H., the outcomes speak to their tenacity and commitment to their education.
2015-16 T.E.A.C.H. Early Childhood® Accomplishments
Participant Outputs, Demographics and Outcomes
Funding and Support for T.E.A.C.H. Early Childhood®
- $31.1 million funded T.E.A.C.H. Programs in 23 states and the District of Columbia.
- 7,872 child care, prekindergarten and Head Start employers sponsored T.E.A.C.H. recipients; of these 16.6% were family child care homes.
- 15,523 recipients were awarded scholarships.
- 95,042 credit hours were completed.
- 3.27 GPA was earned on average for recipients on Associate Degree scholarships.
- 3.49 GPA was earned on average for recipients on Bachelor’s Degree scholarships.
- 56% of recipients worked toward a two- year, four-year or advanced degree.
Colleges and Universities
- 353 two-year and 186 four-year higher education institutions provided college courses and benefited from enrollment.
Average Annual Credit Hours Completed by Degree Scholarship Recipients
- 13.7 - Recipients on Associate Degree scholarships
- 16.7- Recipients on Bachelor's Degree scholarships
Average Annual Increases in Recipient Wages for Degree Scholarship Recipients
- 8% - Recipients on Associate Degree scholarships
- 8% - Recipients on Bachelor's Degree scholarships
Average Annual Recipient Retention Rates in States with Associate and/or Bachelor Degree Scholarships
- 94% - Recipients on Associate Degree scholarships
- 96% - Recipients on Bachelor’s Degree scholarships
Diversity of the Workforce
- 46% of recipients were people of color or of Hispanic origin.
- 52% of T.E.A.C.H. recipients came from families with no college graduates.
- 56% of T.E.A.C.H. recipients began T.E.A.C.H. with only a high school diploma.
Diversity of Program Auspices and Children Served
- 17% of recipients worked with children in publicly funded prekindergarten programs.
- 9% of recipients worked with the Head Start population.
- 44% of recipients worked with children under two years of age.*
- 54% or recipients worked with three and four-year olds.*
*Some worked with both age groups
Organizational Capacity Building
T.E.A.C.H. is helping build the capacity, both organizationally and financially, of organizations that serve the early childhood workforce.
- From an initial $23,100 investment in North Carolina in 1990, T.E.A.C.H., as of 2014, has leveraged over $375 million. These funds not only provide direct scholarship support but also help statewide organizations build their capacity to administer programs and support the advocacy base for the field.
- From one state T.E.A.C.H. Program in North Carolina in 1990, T.E.A.C.H. Programs are now up and running in 24 states and the District of Columbia.
Higher Education Program Capacity Building
Each year T.E.A.C.H. Early Childhood® Programs all across the nation are helping build the capacity of higher education institutions to meet the need for flexible education options for the early childhood workforce. As scholarship dollars in the form of tuition payments are directed to these institutions, early childhood degree programs see a marked increase in their student populations, and they are able to hire additional faculty and grow their infrastructure with resources from long-term student investments.
Long-term Systemic Change
Scholarship support is facilitating long-term systemic change in states by helping to create access to higher education that was not available prior to T.E.A.C.H. Improvements have been made in higher education including more course offerings; more colleges with early childhood degree programs; more courses offered in times, places and modalities to more effectively reach the workforce; and better articulation agreements. Gains have also been made in state’s professional development systems, including improvements in regulatory standards for the education and continuing professional development of the workforce.
Education Matters...for children and for the adults who care for them
For children For children to flourish and grow in early childhood programs they must have consistent nurturing relationships with caring adults who are responsive to their unique needs. Learning does not happen for children in the absence of these relationships, and it is the adults in their classrooms who are the role models that help them make sense of the world around them. For children to thrive and benefit from rich language environments as well as challenging and varied learning experiences, they must have teachers who are active learners themselves.
For the women in the field Education has an enormous effect on the lifelong earnings of women and the future of their own children. Most women in the early childhood workforce have children of their own, and maternal education and stable family income are closely linked to a child’s overall educational success. As a woman’s education level increases, there is a direct correlation to moving out of poverty. So, as higher education has become the foundational norm for most professional workforces, this must be encouraged for the early care and education workforce as well.