The early childhood teaching workforce is made up mostly of women earning very low wages, with low levels of education and most often with children of their own. Almost 50% of the women we serve are also women of color. They are teaching children from birth to five years of age in a variety of settings, often for 8-10 hours a day.
The faces of T.E.A.C.H. are multi-generational.
- By creating a more knowledgeable and skilled teacher, we know that the young children in their classrooms are getting better outcomes. Each year a new group of children in these classrooms reap the benefit of a better-educated, more effective teacher.
- By going to college these teachers, often first generation college students, raise their expectations for their own children. They now expect their children to go to college.
- By earning degrees, these teachers realize upward career mobility, earning more money and having more professional opportunities in the field. This in turn benefits their families economically, moving some of these teachers and their children out of poverty.
Who are T.E.A.C.H. Recipients?
- Family child care educators
Where T.E.A.C.H. Recipients Work
- For-profit and not-for-profit centers
- Family child care homes
- Head Start
- Military child care
Demographics of the Workforce Receiving T.E.A.C.H. Scholarships Nationally FY20
The Early Childhood Education Workforce includes mostly women who face many of the challengs of college non-completers.
Diversity of the Workforce
- 51% of recipients were people of color or of Hispanic origin.
- 49% of T.E.A.C.H. recipients come from families with no college graduates
- 53% 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
- 31% of recipients worked with children in publicly funded pre-K programs.
- 12% of recipients worked in Head Start population.
- 57% of recipients worked with children under three years of age.*
- 60% of recipients worked with three to five-year olds.*
*Some worked with both age groups.
The Critical Role of Early Educators for Our Children
Below you will find a PDF statement about what we believe about the critical role of the early childhood workforce in the preparation of our young children, what they need to know and be able to do and how we as a nation can support their efforts. This statement has served as a framework for the “I Make a Difference for Young Children” campaign. This campaign grew out of conversations during the 2012 Clinton Global Initiative (CGI) America convening. Co-chairs of a workgroup on professional development were Jana Fleming, Erikson Institute and Sue Russell, Child Care Services Association (CCSA).
“We have received T.E.A.C.H. scholarship funding for six employees over the past eight years. The difference between employees receiving college education and those attending in-service training shows in the quality of care they provide. While training is useful and informative, it does not culminate in the transformation of people into capable, confident, serious professionals the way the college experience does. We have to move beyond the minimal standards of care addressed by licensing. Our families deserve well rounded experiences for the children they place in our care and those children’s future depends on it.”
– Center director/T.E.A.C.H. sponsor