Research:

• There’s a strong link between staff pay and the quality of the care children receive. Centers that are able to retain highly-trained staff are more likely to sustain high-quality care over time. Higher wages, in turn, are key to holding on to well-trained, skilled staff. The Center for the Child Care Workforce (CCW) research shows that highly-skilled and educated child care teachers are more likely to remain at their jobs if they earn higher-than-average wages. In what amounts to a “virtuous circle,” the stable presence of well-trained colleagues also contributes to the retention of qualified teachers. Staff instability, in contrast, tends to fuel the departure of other staff. {Source:   http://www.ccw.org/}
• Research suggests that education of staff is positively related to the quality of care.   {National Center for Early Development & Learning, 1997}
• A significant correlation exists between program quality and outcomes for children.   Children who attended higher quality childcare centers were better prepared to be successful in school through the second grade.   {The Children of the Cost, Quality, and Outcomes Study Go to School, June 1999}

Current Realities:

Recognizing the importance of the early years of life to a child's development, Division of Health and Human Services, Head Start, North Carolina Partnership for Children and Department of Public Instruction have increased educational requirements for the early childhood teachers.   

• NC General Assembly: Senate Bill 929 was passed by the NC General Assembly in the 1997 session and revised the Childcare Law. The major points of the new law regarding teacher qualifications are summarized below.
  • Directors of centers must have at least a North Carolina Early Childhood Administration Credential or its equivalent by September 1, 2000. Directors hired after September 1, 1998, must be in an approved credentialing program within six months of assuming administrative duties and finish coursework within two years.
  • Lead teachers in centers must have at least a North Carolina Early Childhood Credential or its equivalent. They must be enrolled in an approved credentialing program within six months of becoming employed (or within six months of the new law taking effect, whichever is later) and complete the Credential within 18 months of enrolling in coursework.  
• Headstart:   Head Start Program Performance Standards, Sect 648A of the Head Start Act as amended 10/27/98.
  • (2) (A) In general.--The Secretary shall ensure that no later than September 30, 2003, at least 50% of all Head Start teachers nationwide in center-based programs have--
  • ( i)an associate, baccalaureate, or advanced degree in early childhood education; or
  • (ii) an associate, baccalaureate, or advanced degree in a filed related to early childhood education, with experience in teaching preschool children.
  • The Secretary shall ensure that, for center-based programs, each Head Start classroom that does not have a teacher that meets the requirements of clause ( i) or (ii) of paragraph (2) is assigned one teacher who has--
  • (A)   a child development associate (CDA) credential that is appropriate to the age of the children being served in center-based programs;
  • (B) a State-awarded certificate for preschool teachers that meets or exceeds the requirements for a child development associate credential; or
  • (C) a degree in a field related to early childhood education with experience in teaching preschool children and a State-awarded certificate to teach in a preschool program.
• North Carolina Partnership for Children:
  • All teachers working in early childhood programs have an associates or bachelors degree in early childhood education or child development or they are enrolled in a degree program leading towards the attainment of such a degree
• Department of Public Instruction: 
  • Effective August 6, 1992, the State Board of Education approved the creation of an undergraduate licensing program for teachers of children from birth through kindergarten.  
• More at Four:
  • Teachers: All teachers will hold Birth-Kindergarten (B-K) or Preschool Add-on licensure. When teachers have less than the required credential, the following requirements apply:
  • Public Schools
    • Teachers will hold at least a BA/BS degree and provisional license and be working toward B-K licensure/Preschool Add-on.
  • Other Child Care/Pre-Kindergarten Settings
    • Teachers will hold a minimum of an Early Childhood Education/Child Development (ECE/CD) associate degree and be working toward B-K licensure; or
    • Teachers will hold a BA/BS in ECE/CD or a related field (as defined by the local education agency) and be working toward B-K licensure/Preschool Add-on.
    • Time Limit for Provisional Licensure/Approval
      •   Provisional approval will be given for an absolute maximum of four years.   After this time the classroom will have a fully certified teacher or funding for that class will not be approved.
      • Progress toward B-K or Pre-school Add-on licensure will be considered a minimum of six documented semester hours per year. The local More at Four contractor will maintain documentation of the progress towards the required standard.
    • Teachers in More at Four classrooms shall not serve as the administrator of the child care center while assigned to a More at Four classroom.
  • Of all the children enrolled in regulated care for the 2006-2007 year, 79% are enrolled in a 3-, 4-, or 5- star program, and only 32% are enrolled in a 4- or 5-star program.
  • 30% of children are enrolled in 1-5 star-rated child care centers with at least 4 lead teacher education points. 
  • 36% of children are enrolled in 1-5 star–rated child care centers with at least 4 administrator education points
  • 44% of children are enrolled in 1-5 star-rated family child care homes with at least 4 education points
  • 57% of subsidized children have special needs
  • 34% of children receiving subsidy are enrolled in 4 or 5 star rated programs.