Innovative and Equitable Pathways to Credentials and Degrees
This session was presented during the BUILD 2022 National Conference.
Credentialing and degree program access varies by educator race, ethnicity, or cultural background (Paschall, et al., 2020). Teachers of color, teachers for whom English is not a first or only language, and teachers not born in the United States are less likely to hold a bachelor’s degree. At the same time, federal and state requirements, and a push to professionalize the workforce has increased demand for a credentialed workforce, resulting in an inequitable system of career advancement that favors white and English-speaking educators. How do we create and sustain equitable pathways to degrees to ensure an effective and diverse early childhood workforce? Join us to explore solutions.
Explore More
From Barriers to Opportunity: Confronting Systemic Barriers to Early Childhood and Poverty-Reduction Programs
Report December 12, 2024
This report from EdTrust-New York highlights a crisis in childcare availability, with more than 60% of New York classified as a childcare desert. Recent improvements to the Child Care Assistance Program (CCAP) have not significantly increased accessibility, as families still encounter complex application processes and stringent eligibility requirements. Many parents struggle to find available slots or are unaware of available programs altogether.
Collective Caregiving: A Frame for Talking About What Kids and Families Need to Thrive
Report December 12, 2024
In this brief from Frame Works, you will find an overview of a new framing strategy for building support for kids–focused on collective caregiving–along with three recommendations for putting the strategy into practice. Each recommendation includes specific tips and examples of what it looks like.
Infant and Early Childhood Mental Health Funding Compendium
Report December 12, 2024
This funding compendium helps states, territories, Tribes, and local communities leverage existing federal resources to address the mental health needs of young children and their families. It outlines key activities in the Infant and Early Childhood Mental Health (IECMH) continuum and highlights available federal funding opportunities.