The following research reports and policy briefs support our efforts to identify policy solutions that can increase access to effective educational and professional development opportunities.

From Aspiration to Attainment: Practices That Support Early Childhood Degree Attainment, Los Angeles Universal Preschool’s Child Development Workforce Initiative

by Marcy Whitebook, Diana Schaack, Fran Kipnis, Lea J.E. Austin, and Laura Sakai

This study sought to understand what distinguishes students who are successful at earning degrees or transferring to four-year institutions from those who are stalled in their progress or who dis-enroll from school. The study explored student success from two perspectives: those of college staff who support students toward degree attainment and transfer-ready status, and those of the students themselves, representing different categories of student progress.

Executive Summary

Full Report

Posted 2013.


Early Childhood Higher Education Inventory

The Early Childhood Higher Education Inventory, administered by the Center for the Study of Child Care Employment at the University of California at Berkeley, assists policymakers and other stakeholders to develop a more coordinated and comprehensive professional preparation and development system for the early care and education workforce.  The Inventory is a mechanism to describe the landscape of a state’s early childhood degree program offerings, at the associate, bachelor’s, master’s, and doctoral levels. The Inventory captures variations in program goals, content, child age-group focus, student field-based learning, and faculty characteristics and professional development needs. This information allows policy makers, institutions of higher education and other stakeholders to identify the gaps and opportunities in the available offerings, make informed policy decisions, and assess the capacity of the higher education system over time.

The State of Early Childhood Higher Education – Reports

Launched in 2012, to date, CSCCE has contracted with three states to conduct the Inventory: New Hampshire, New Jersey and Rhode Island.

New Hampshire (pdf)

New Jersey (pdf) (New Jersey weblink)

Rhode Island (pdf) (Rhode Island weblink)

With funding from the David and Lucile Packard Foundation and the Heising-Simons Foundation, CSCCE is conducting the Inventory for California in the 2013-2014 academic year. Check back for the California report in 2014.

Webinar: Taking Stock of the States

CSCCE, in a webinar hosted by the U.S. Department of Health and Human Services Administration for Children and Families, on 3/4/14 presented, Early Childhood Higher Education Inventory: Taking Stock of the States. As states across the country are working to establish coordinated early childhood professional preparation and development systems that are responsive to new and ongoing developments in the field, the ability to understand early childhood higher education offerings and to answer key policy questions is critical for policymakers, funders, advocates, and other stakeholders. This presentation provides an overview of the Inventory and describes how two states are using the data to inform policy and practice.

Click here to access the presentation slides.

For information about the Inventory, email us at cscceinfo@berkeley.edu with the subject “Early Childhood Higher Education Inventory”.

Posted 2013.


Learning Together: A Study of Six B.A. Completion Cohort Programs in Early Care and Education (Year 4 Report)

By Fran Kipnis, Marcy Whitebook, Mirella Almaraz, Laura Sakai and Lea J.E. Austin

The Year 4 interviews of the Learning Together study reveal that two to three years post degree, nearly 95 percent of graduates remain in the early care and education (ECE) field, and that graduates overwhelmingly report personal, professional and educational benefits as a result of their B.A. degree cohort program. Specifically, graduates report that structural aspects of their B.A. program, such as financial aid and flexible class schedules, were important to their educational success, that the cohort experience continues to provide them with professional support, and that as a result of their degree attainment they now earn more, have advanced in their careers, and continue to explore educational opportunities. Graduates also identified several important areas for programmatic improvement, such as expanding coursework to include ECE public policy and classes on working with adults.  They also discuss workplace characteristics that support or impede their abilities to engage in good practice and to continue to develop their skills.

Executive Summary (pdf)

Full Report (pdf)

Read more information about the Learning Together project, or read the Year 1 report, Year 2 report, or Year 3 report.


Posted 2012.


By Default or By Design? Variations in Higher Education Programs for Early Care and Education Teachers and Their Implications for Research Methodology, Policy, and Practice

By Marcy Whitebook, Lea J.E. Austin, Sharon Ryan, Fran Kipnis, Mirella Almaraz, and Laura Sakai

Understanding how higher education contributes to teacher performance is a complex undertaking. It requires identifying which variations in program content and delivery are most relevant to student learning and teacher practice with young children. This necessitates appropriate research methodologies that can illuminate key program variations, which are re essential for generating solid evidence to inform policy and practice.

By Default or By Design? Variations in Higher Education Programs for Early Care and Education Teachers and Their Implications for Research Methodology, Policy, and Practice draws upon a case study of two early childhood B.A. completion cohort programs in order to illuminate the limitations of current ways of conceptualizing and studying early childhood teacher education. Focusing on four dimensions— program content, clinical experiences, faculty characteristics, and institutional context—we examine challenges encountered and lessons learned in seeking to understand differences in educational experiences among students attending these two programs. We then offer a series of recommendations for more nuanced ways of describing and evaluating the quality of higher education programs for early care and education practitioners.

Executive summary (pdf)

Full report (pdf)

Posted 2012.


Degrees in Context: Asking the Right Questions about Preparing Skilled and Effective Teachers of Young Children

The Center for the Study of Child Care Employment and the National Institute for Early Education Research have jointly published a NIEER Policy Brief, Degrees in Context: Asking the Right Questions about Preparing Skilled and Effective Teachers of Young Children. In this Policy Brief, Marcy Whitebook and Sharon Ryan argue that too much attention has been given to debating the baseline qualifications required of preschool teachers – AA vs. BA. They contend that it is just as necessary to take into account the nature of the education teachers receive en route to a degree, supports for ongoing learning, and the effects of the workplace environment on teaching practice. 

Policy Brief (pdf)

Posted 2011.


Learning Together: A Study of Six B.A. Completion Cohort Programs in Early Care and Education (Year 3 Report)

By Marcy Whitebook, Fran Kipnis, Laura Sakai, and Mirella Almaraz

The Year 3 interviews of the Learning Together study reveal that the vast majority of students successfully graduated from their B.A. cohort program. Year 3 interviews focused on two issues of concern about higher education programs – the practicum experiences for employed students and the adequacy of attention to working with children from linguistically diverse backgrounds. The graduates overwhelmingly reported that their B.A. classes provided them with skills and strategies needed to communicate with children who speak a language other than their own. While the majority of students reported that their practicum experiences helped them do a better job at their workplace, they also identified several areas for improvement. The Year 3 study also reports on the graduates’ perspectives about support at their jobs for ongoing learning and any changes in employment and/or compensation upon completing their degree.

Executive Summary (pdf)

Full Report (pdf)

Read more information about the Learning Together project, or read the Year 1 report, or Year 2 report.

Posted 2011.


Learning Together: A Study of Six B.A. Completion Cohort Programs in Early Care and Education (Year 2 Report)

By Marcy Whitebook, Laura Sakai, Fran Kipnis, Dan Bellm, and Mirella Almaraz

During the Year 2 interviews of the Learning Together study, the students resoundingly reported that the cohort model enabled them to access and succeed in a B.A.-level education in a way that would not otherwise have been possible. The students reported progress in overcoming the challenges described in the Year 1 report, and decreasing their reliance on some of the program supports as they progressed through the program. The students also identified the importance of employer support in successfully pursuing their educational goals.

Download the Year 2 report (pdf)

Read more information about the Learning Together project, or read the Year 1 report or Year 3 report.

Posted 2010.


Preparing Teachers of Young Children: The Current State of Knowledge, and a Blueprint for the Future

By Marcy Whitebook, Deanna Gomby, Dan Bellm, Laura Sakai, and Fran Kipnis

This two-part paper examines the early care and education (ECE) and K-12 research literature in depth to assess the current state of knowledge about the effective preparation of excellent teachers, and charts a research and policy agenda for the future.

» Executive summary (pdf)

» Comparison of K-12 and Early Care and Education Systems (pdf)

Part I: Teacher Preparation and Professional Development in Grades K-12 and in Early Care and Education: Differences and Similarities, and Implications for Research (pdf)
Part I summarizes the differences between the K-12 and the early care and education fields. We found more than enough similarities to warrant a close consideration of the combined wisdom of both fields.

Part II: Effective Teacher Preparation in Early Care and Education: Toward a Comprehensive Research Agenda (pdf)
Part II contains an in-depth review of our ECE and K-12 teacher preparation research and outlines what remains to be learned. It concludes with a set of key recommendations for research and policy.

Posted 2009.