| Title: |
How Much Do New Early Educators Improve over Time? Tracking Improvement Trajectories among Early Educators in Louisiana |
| Language: |
English |
| Authors: |
Laura Bellows (ORCID 0000-0003-4388-0696); Anna Shapiro (ORCID 0000-0001-9312-1300); Anna J. Markowitz; Daphna Bassok (ORCID 0009-0005-2361-8262) |
| Source: |
AERA Open. 2025 11(1). |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
18 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305B170002 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education |
| Descriptors: |
Early Childhood Education; Early Childhood Teachers; Public Schools; Child Care Centers; Beginning Teachers; Longitudinal Studies; Teacher Improvement; Instructional Improvement; Teacher Effectiveness; Teaching Experience; Teacher Student Relationship; Classroom Environment |
| Geographic Terms: |
Louisiana |
| Laws, Policies and Program Identifiers: |
Head Start |
| ISSN: |
2332-8584 |
| Abstract: |
We know surprisingly little about returns to experience among new teachers working with very young children, ages 2 to 5 years. This study begins to fill that gap using data on early care and education teachers working in all publicly funded, center-based settings in one state to document the relationship between teacher experience and an observational measure of teacher-child interaction quality. We used both cross-sectional data--similar to the data used in prior small studies--and longitudinal data that allowed us to track the improvement trajectories of individual teachers over a 3-year period. Our findings show considerable improvements over a 3-year period, particularly among new teachers (0.67 SD). Our longitudinal analysis also showed that, although teachers in childcare centers and Head Start began their careers with lower scores than teachers working in school-based pre-K programs, they demonstrated steeper growth trajectories. |
| Abstractor: |
As Provided |
| Notes: |
https://www.openicpsr.org/openicpsr/project/209366/version/V1/view |
| IES Funded: |
Yes |
| Entry Date: |
2026 |
| Accession Number: |
EJ1494473 |
| Database: |
ERIC |