2012-13 T.E.A.C.H. Early Childhood® Participant Outcomes
Funding and Support for T.E.A.C.H. Early Childhood®
- $25.9 million funded T.E.A.C.H. Projects in 22 states and the District of Columbia.
- 8,875 child care, prekindergarten and Head Start employers sponsored T.E.A.C.H. recipients; of these 24% were family child care homes.
- 16,381 recipients were awarded scholarships.
- 103,150 credit hours were completed.
- 3.24 GPA was earned on average for recipients on Associate degree scholarships.
- 3.46 GPA was earned on average for recipients on Bachelor’s degree scholarships.
- 64% of recipients worked toward a two- or four-year degree.
Colleges and Universities
- 322 two-year and 165 four-year higher education institutions provided college courses and benefitted from enrollment.
Diversity of the Workforce
- 48% of recipients were people of color.
- 13% of recipients were Latina/Hispanic.
Diversity of Program Auspices and Children Served
Average Annual Credit Hours Completed by Degree Scholarship Recipients by State
|Annual Credit Hours Toward Degrees Per Scholarship Contract
||% of T.E.A.C.H. States
|% of T.E.A.C.H. States
|14+ credit hours
|11-14 credit hours
|8-11 credit hours
Annual Turnover Rates for Associate Scholarship Recipients
||Percent of T.E.A.C.H. States
Increases in Recipient Wages for Associate Degree Scholarship Recipients
|Percent Wage Increase
||Percentage of States
Increases in Recipient Wages for Bachelor's Degree Scholarship Recipients
|Percent Wage Increase
||Percentage of States
Percent of T.E.A.C.H. Recipients Who Began T.E.A.C.H. with Only a High School Diploma by State
|Percent of T.E.A.C.H. Population With Only a High School Diploma
||Number of States
|34% - 66%
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 2009, has leveraged over $200,000 million. These funds help statewide organizations build their capacity to administer programs and build the advocacy base for the field.
- From one state T.E.A.C.H. Early Childhood® Project in North Carolina in 1990, T.E.A.C.H. Projects, as of 2013, are up and running in 23 states and the District of Columbia.
Higher education program capacity building
Each year T.E.A.C.H. Early Childhood® Projects 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.
A 2009 survey of 18 T.E.A.C.H. projects demonstrates the impact of the model on higher education capacity.
- 94% of respondents indicated a rise in the availability of two-year degree programs.
- 93% indicated a rise in the availability of four-year degree programs.
- 89% reported offering a bachelor’s degree scholarship option. No T.E.A.C.H. Project offered a bachelor’s degree scholarship when they first implemented T.E.A.C.H. in their state.
- 66% reported that 75% or more of the four-year degree programs in their state now have an articulation agreement with a two-year program; an increase of 22.5% since inception.
Professional development systems gains
T.E.A.C.H. states are seeing gains in their state’s professional development systems, including improvements in regulatory standards for the education and continuing professional development of the workforce.
- 61% of the 18 T.E.A.C.H. Projects surveyed in 2009 reported stronger workforce education standards linked to systems or standards such as tiered facility licensing systems and subsidy reimbursements.
- 28% reported implementing additional compensation initiatives since the project’s inception.