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B.A. plus: Reconciling reality and reach
Kagan, Sharon Lynn, 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 68-73). Baltimore: Paul H. Brookes

A discussion of the advantages and disadvantages of requiring early childhood teachers to hold a bachelor of arts (B.A.) degree, and an outline of alternative and complimentary approaches to educational requirements for early educators

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Exploring the Potential of State-level Consolidated Governance for Bringing Coherence to Early Childhood Education Systems
Gomez, Rebecca E., 2012
Teachers College, Columbia University

The purpose of this research is to explore the decisions states make about the form and function of governance, the ways governance has impacted the Early Childhood Education (ECE) system, and opportunities and limits of governance for bringing coherence to the complex and fragmented ECE system. Of the states that have consolidated governance for ECE, this study focuses on three: Pennsylvania, Massachusetts, and Delaware. The research is being conducted using a phased approach to data collection and analysis. Each research question, designed to test the hypotheses regarding the importance of governance to improving the field of ECE, is addressed in each phase of data collection. This study can, by exploring the form and function of state-level governance, help bring much-needed definitional clarity to a term and a concept that has been defined as many things over the past decade. It can also articulate the potential benefits accorded to a state ECE system via governance, as well as make explicit the limits of governance on system development.

Administration for Children and Families/OPRE Projects

Young children's early experiences: Examining differences on Long Island
Kagan, Sharon Lynn, 15 March, 2012
New York: Columbia University, National Center for Children and Families.

An examination of the availability of, access to, and quality of child care and early education services in 8 communities on Long Island, New York, based on a service provision scan, which includes observations, interviews, site visits, and document reviews, and on observations of 27 child care and early education providers

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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