Since 2007, the research community has put less focus on minimum degrees and more focus on the content and type of teacher preparation.iv This area of research, though, remains somewhat sparse as to what preparation courses and experiences best ensure staff quality. Nonetheless, NIEER kept all its quality benchmarks relating to teacher credentials when it updated its list in 2017. These three benchmarks require the following: Mississippi pre-K programs have different requirements for staff qualifications depending on the type of provider. Staff in the state-funded collaborative program (regardless of provider type) must meet the highest requirements for both lead teachers and assistants. These requirements match the NIEER benchmarks for lead teachers and exceed the NIEER benchmark for assistant teachers by requiring that assistants have at least an associate’s degree (AA) along with specialized training in early childhood education. Collaborative lead teachers in public school classrooms must further be state licensed for pre-K. The Mississippi Department of Education (MDE) annually monitors collaboratives to ensure that programs have staff meeting these requirements.
Research Brief by Andrew Van Horn and Rachel Canter
: BRIEF
MAY 2021
Lead teachers hold a bachelor’s degree1. Lead teachers have specialized training1 in early education2. Assistant teachers have specialized training in early eduction3.
Pre-K Teacher Qualifications in 2017-2018
OF
1 “Specialized training” has a specific meaning to NIEER. NIEER defines specialized training as a major in early childhood education or related field, 12 hours of coursework in early childhood, state or national teacher certification in early childhood education or a related field, a Child Development Associate’s credential (see footnote 2), a Montessori certificate, or a Reggio-Emilia certificate.
BACKGROUND
Mississippi First I Page 1
STATE PRE-K SERIES
A key element of pre-K program quality is the effectiveness of lead and assistant teachers in improving student outcomes across early learning domains, including academic domains. Typically, pre-K programs use teacher credentials, such as degrees and training experiences, as a proxy for effectiveness because measuring student learning can be challenging. In 2007, the National Institute for Early Education Research (NIEER) conducted a “meta-analysis”—a scientific review of existing studies—to determine the extent to which increased lead teacher education levels improved student academic outcomes.i The key findings from their review are that lead teachers with bachelor’s degrees (BAs) generally outperform those without them and that pre-K training does not improve academic outcomes for students of lead teachers with less than a bachelor’s degree.ii Importantly, the study did not separately compare outcomes from students of lead teachers with high school diplomas, associate’s degrees, and bachelor’s degrees, only whether students of teachers with bachelor’s degrees outperform students of teachers without bachelor’s degrees.iii Furthermore, because this meta-analysis focused on qualifications of lead teachers, it does not offer clues as to what optimal assistant teacher qualifications should be when a degreed lead teacher is present.
Each year, school districts must complete the CFPA to receive federal program dollars. Typically, a district’s federal programs’ officer completes the CFPA, although this person may have assistance from other district employees. In 2017-2018, MDE introduced several CFPA questions relevant to pre-K programs in order to streamline data collection for our mutual research purposes. The 2017-2018 CFPA asked each district to report the type of degrees teachers and assistants in the district held; the number of classrooms offering pre-K services; and the district’s pre-K teaching philosophy, curriculum, and special services. The CFPA allowed us to measure the range of degree types present in a district, though it did not offer teacher- or school-level data.
Through our partnership with MDE, we were able to collect teacher qualification data for all public school pre-K classrooms, regardless of whether they participated in a collaborative. As a result, our staff qualification analysis focuses exclusively on public school district compliance with the following qualifications:
In order to answer our questions about public school pre-K teacher qualifications, we utilized data from two MDE reports: the Consolidated Federal Programs Application (CFPA) and a report titled “2017-2018 PK Teachers and Endorsements.”
MISSISSIPPI FIRST I PAGE 2
One important caveat: the CFPA and the licensure report do not match exactly. 80 districts reported pre-K classrooms in the CFPA but only 75 gave information about their lead teachers, while 76 gave information about their assistant teachers (the CFPA pre-K questions were not mandatory). The licensure report, meanwhile, only includes 68 districts. This means the licensure report omitted 14 districts that reported some form of pre-K through the CFPA as well as districts not reporting pre-K through the CFPA that we confirmed had programs. Nonetheless, as it is the only teacher-level data set we had available, we use this data for our lead teacher analysis. See Appendix A for which districts appear in each data set.
Please note: while both NIEER and MDE require assistant teachers to have specialized training, Mississippi had no reporting mechanism for this information in 2017-2018. The PK Endorsements report did not include information relevant to assistant teachers, and we could also not gather this information from the CFPA, which only offered the degree response options for assistant teachers of “high school plus college hours,” “high school plus Work Keys,” an “associate’s degree,” and “other.” As a result, we could not analyze if assistant teachers in many or most pre-K classrooms have specialization in early childhood.
If lead teachers have BAs (MDE and NEER Ifstandards)assistant teachers have AAs (part of the MDE standard)3 If lead teachers have specialized pre-K training (MDE and NIEER standards)
1.
Teachers in Head Start programs and in local school district programs fall in the middle in terms of their minimum required qualifications. The 2007 reauthorization of the Head Start Act required that 50% of Head Start teachers nationwide have a BA in an early childhood field by 2016. Teachers without a qualifying BA must have at least an AA in a qualifying field. Head Start does not require state teacher licensure. Head Start assistant teachers must have at least a CDA but are not required to have an AA. Mississippi’s statewide BA rate among Head Start grantees is much higher than the national requirement, at 75.05% in the 2017-18 school year. v 97.72% of Head Start assistant teachers held a CDA or equivalent or were enrolled in a program the same year.vi Head Start teacher and assistant qualifications for specific sites and programs is not available via the Program Information Report, so we do not have information about whether individual sites’ teachers met or exceeded the staff requirements if those Head Start programs did not participate in a collaborative.
Similarly to Head Start, MDE set a goal for 50% of lead teachers in public school pre-K classrooms to have a BA and specialized training in early childhood by 2020. By the same date, 50% of public school assistant teachers must possess an AA with specialized training in early childhood. 100% of lead teachers and assistant teachers must meet these qualifications by 2022.vii Lead teachers in public schools must have a valid elementary education license that allows for a pre-K endorsement.
2 The CDA is a nationally recognized credential, but it is not equivalent to the post-secondary associate’s degree, commonly abbreviated as an AA.
3
Conversely, teachers in licensed childcare centers face the lowest requirements. State childcare regulations only mandate that caregivers have at least a high school diploma, three years’ prior experience caring for unrelated children under 13, or a childcare credential such as the Child Development Associate (CDA)2 or a credential issued by the Mississippi Department of Human Services. This is not to say that childcare center teachers never meet higher standards, only that they are not required to. Because the state does not collect and report staff qualifications of childcare providers on a regular basis, we have no information as to the average qualifications of teachers in childcare centers.
MDE created the “2017-2018 PK Teachers and Endorsements” report as the result of a data request by Mississippi First. Our request sought each license and endorsement held by each teacher in each district with a pre-K program. This data set provided the exact credentials of all lead teachers in the districts it included but did not include data about assistants’ credentials as this information is not routinely collected by MDE.
DATA
STATE OF PRE-K SERIES: Pre-K Teacher Qualifications in 2017-2018
3.2.
13. Lowndes
11. Holly
14. Madison
16. Neshoba
21.
22. Vicksburg
WHAT DEGREES DID LEAD AND ASSISTANT PRE-K TEACHERS IN PUBLIC SCHOOL CLASSROOMS HOLD IN 2017-2018? DISTRICTS THAT EXCLUSIVELY EMPLOYED ASSISTANT TEACHERS WITH AAs OR HIGHER THE DISTRICTS THAT EMPLOYED AT LEAST ONE ASSISTANT WITH A HIGH SCHOOL DEGREE BUT ALSO AT LEAST ONE ASSISTANT WITH AN AA OR HIGHER
Pre-K Teacher Qualifications in
17. Prentiss
Nearly all lead teachers in Mississippi public school pre-K classrooms with available data held at least a BA in 2017-2018. Of the 75 districts that reported their pre-K teachers’ credentials in the CFPA, only one district employed teachers without bachelor’s degrees. This district, Wilkinson County, also did not employ BA-degreed pre-K teachers in 2014-2015. Two other districts—South Tippah and Union County—did not report CFPA information sufficient to determine whether they employed BA-degreed teachers, but Union County explicitly noted they did not employ “licensed” lead teachers, and the district does not appear in the licensure report. This could mean their teachers have a BA and no license or it could mean they do not have a BA. In 2014-2015, Union County reported they did not require lead pre-K teachers to hold a BA. South Tippah did not respond to our 2014-2015 survey, so it is unclear not only what their teacher qualifications are but whether they have changed since 2014-2015. Because South Tippah does not appear in the licensure report, it is likely they at least do not employ licensed lead teachers, similar to Union County. Perry County, the only other district from 2014-2015 without BA-degreed teachers, did not have a pre-K program in 2017-2018. Pre-K assistant teachers’ credentials varied more widely, but the 2017-2018 data show substantial improvement in qualifications from 2014-2015. The CFPA captures the following types of credentials held by assistant teachers in each district: “high school plus college hours,” “high school plus Work Keys,” an “associate’s degree,” and “other.” Since districts reported all relevant credentials for their teachers as a group (rather than the exact degree of each teacher), we cannot be sure how many teachers in a given district held each reported qualification, only that at least one teacher in the district held each of the credentials listed. Of the 76 districts employing pre-K assistant teachers, 27 districts (36% of those with pre-K) only employed assistants with an AA or higher. Some, but not all, assistants in an additional 25 districts (33%) held at least an AA. Among these districts, we found considerable variation in the qualifications reported: districts listed everything from 60 hours of post-secondary education in any field to a master’s degree. Finally, 24 districts (32%) reported employing no teachers with at least an AA. Overall, a majority of districts (52 districts, 68%) employed at least some pre-kindergarten assistants who met MDE’s educational attainment goals. The districts in each category are listed below. 1. Aberdeen School District 2. Alcorn School District 3. Baldwyn School District 4. Brookhaven School District 5. Claiborne County School District 6. Clarksdale Municipal School District 7. Coffeeville School District 8. Columbia School District 9. Corinth School District 10. East Jasper School District 11. East Tallahatchie School District 12. Franklin County School District 13. Hazlehurst City School District 14. Hollandale School District 15. Kemper County School District 16. Lamar County School District 17. Laurel School District 18. Moss Point School District 19. Pearl Public School District 20. Pearl River County School District 21. Picayune School District 22. Quitman County School District 23. South Pike School District 24. Union Public School District 25. Water Valley School District 26. West Bolivar Consolidated School District 27. Wilkinson County School District 1. Amory School District 2. Attala County School District 3. Biloxi Public School District 4. Choctaw County School District 5. Cleveland School District 6. Coahoma County School District 7. Greenville Public School District 8. Greenwood Public School District 9. Public School District County School District Springs School District Public School District County School District County School District Public School District County School District County School District County School District Panola School District Tunica County School District Tupelo Public School District Warren School District Point Consolidated School District Tallahatchie School District Line School District
12. Jackson
10. Hinds
25. Western
20.
19. South
24. West
18. Rankin
Hattiesburg
STATE OF PRE-K SERIES:
2017-2018 MISSISSIPPI FIRST I PAGE 3
15. Meridian
23. West
STATE OF PRE-K SERIES: Pre-K Teacher Qualifications in 2017-2018 MISSISSIPPI FIRST I PAGE 4 THE DISTRICTS THAT EXCLUSIVELY EMPLOYED ASSISTANTS WITH HIGH SCHOOL DEGREES 1. Benton County School District 2. Calhoun County School District 3. Canton Public School District 4. Carroll County School District 5. Chickasaw County School District 6. Enterprise School District 7. Forest Municipal School District 8. George County School District 9. Holmes County School District 10. Jefferson County School District 11. Kosciusko School District 12. Leland School District 13. Lumberton Public School District 14. Montgomery County School District 15. New Albany Public Schools 16. North Bolivar Consolidated School District 17. Noxubee County School District 18. Oxford School District 19. Philadelphia Public School District 20. Quitman School District 21. South Delta School District 22. Union County School District 23. Winona Separate School District 24. Yazoo City Municipal School District
With available data, we could not precisely measure the impact of either lead or assistant teacher degrees on test scores. In order to perform a more precise analysis, we would need classroom-level data matching students to teachers and assistants as well as far more detailed data about teacher assistants. This was not possible for this report but may be an area to explore in future reports.
In addition to degree requirements, MDE and NIEER require lead pre-K teachers to show specialization relevant to early childhood education. While NIEER requires all teachers to hold specialization, MDE’s goal is for 50% of district pre-K teachers to meet these requirements by 2022, with 100% compliance by 2024 (collaborative lead teachers have always been required to hold these credentials). Mississippi lead pre-K teachers can show this specialization one of four ways: have a bachelor’s degree in a qualifying early childhood field; have a pre-K endorsement on their license regardless of college major; complete 12 hours of early childhood college credit hours from an approved institution; or complete an approved program, such as the CDA, National Board Certification in pre-K, or MDE’s intensive early childhood training course, among other options. Some teachers meet multiple specialization criteria, while others may only meet one.
following:
Because bachelor’s degrees were near-universal among lead teachers in Mississippi, it is not possible from our sample to determine the differential effect of BAs on student outcomes. With more variation in the assistant teacher population, though, we examined whether higher qualifications had a relationship with outcomes, specifically kindergarten readiness scores. In order to do so, we first eliminated school districts with missing data for the test scores, lead and assistant teacher credential information, and descriptive statistic measures. This left us with 51 school districts to use for estimating the impact of credentials on student test scores. On average, the 34 districts in the 51-district sample who employed at least one teacher with an AA scored 17.4 points higher on the kindergarten readiness exam, but this difference is not statistically significant. Considering the fact that the 18 sampled districts with at least one, but not all, assistants with an AA still have many teachers with these degrees, it is difficult to tell whether this lack of statistical significance is due to those confounding factors, if the type of AA matters more than the presence of an AA, or if there is no difference in impact between assistant teachers with AAs and those without them. (As a robustness check, the difference of means in spring score between districts with assistants with at least an AA and those without from the full sample is 17.09 points.) We also evaluated the difference between districts with no AA-degreed assistants and those exclusively with AA-degreed assistants, but this difference was likewise not statistically significant.
WHAT DIFFERENCE DID TEACHER DEGREES MAKE IN THE MISSISSIPPI CONTEXT IN 2017-2018? DID LEAD PRE-K TEACHERS IN PUBLIC SCHOOL CLASSROOMS DEMONSTRATE EARLY CHILDHOOD SPECIALIZATION IN 2017-2018?
To try to estimate how many pre-K teachers Mississippi would need if every child enrolled in public pre-K (such as through a collaborative), we divided the number of kindergarteners in 2018-2019 by 20, since this is the maximum class size allowed by program standards. This yielded a total need of 1,719 teachers. We then subtracted the number of current pre-K lead teachers we estimated from both the licensure report (266) and the CFPA (355) to find a range. This calculation revealed Mississippi would need between 1,384 and 1,452 lead pre-K teachers, if both the four-year-old and pre-K teacher populations hold steady and if every child enrolled in public pre-K. This is approximately four to five new pre-K teachers for every lead pre-K teacher working in Fortunately,2017-2018.thetruesize of the labor shortage is likely less than even the smaller of these numbers. This is because some families will opt not to enroll in public pre-K, while others may choose providers that decline to participate in any collaborative, even if one were available in their community. In states where public pre-K participation is the highest, enrollment does not exceed 80% of four-year-olds. This means the labor shortage is likely less than 1,109, which is 80% of the total need (1,375) minus the number of current teachers according to the licensure report (266), the more conservative of our two figures of current teachers. Some of these teachers almost certainly already exist in Head Start centers, private childcare, or school districts without current pre-K programs and would qualify to be lead teachers should their organizations become part of a collaborative. Nonetheless, we believe the evidence suggests a shortage would still exist if pre-K were to grow rapidly. A more precise estimate will require better data.
WOULD DISTRICTS NEED TO HIRE OR TRAIN TEACHERS TO EXPAND PRE-K?
STATE OF PRE-K SERIES: Pre-K Teacher Qualifications in 2017-2018 MISSISSIPPI FIRST I PAGE 5
In order to determine what specializations public school lead pre-K teachers held in Mississippi, we utilized license endorsement data from the licensure report created by MDE. Specifically, we examined what percent of all reported teachers held either a pre-K license (153) or a pre-K endorsement (150, 153, or 122) on a qualifying elementary education license (116, 120, and 152).viii Of the 68 districts in the licensure report, 72% met the goal of half of pre-kindergarten teachers holding a specialization. Overall, the average rate of specialized teachers is 64.7%. 100% of teachers in 28 of 68 districts (41.2%) held a specialization. While there are normally relatively small numbers of pre-kindergarten teachers in a district, most districts meet the state’s 2022 goal.
One question we wanted to answer was whether the state has the staff capacity to broadly expand pre-K. The answer is complex, requiring us to look at in-service labor supply (current pre-K or pre-K-qualified teachers) as well as those in the pipeline (aspiring pre-K teachers). Though in-service labor supply should be quantifiable, we did not have access to enough information to truly estimate it. Our teacher datasets only provide information for districts that already have pre-K programs to some degree, and we only had enough information to try to estimate the lead teacher labor supply. The licensure report, the more conservative estimate, suggests there were 266 lead pre-K teachers, whereas the CFPA suggests there were as many as 335. At the time of publication, we had little to no information about who may qualify to teach pre-K in districts that did not offer pre-K in 2017-2018. This second piece of information is important to determining whether pre-K could easily expand: if non-pre-K districts already have teachers with qualifying pre-K credentials employed at other grade levels, those districts will face less of a barrier to hiring appropriately qualified teachers should they start a pre-K program. However, the consistent demand for the annual “boot camp” MDE runs to train pre-K teachers indicates that the state has a labor shortage of qualified, in-service pre-K teachers. The pipeline for newly graduated pre-K teachers is also somewhat murky. There is not a definitive survey of the number of new teachers who plan to teach pre-K in Mississippi in a given year. Our best information is from educator preparation program data, which only captures those students in an early childhood licensure track program or who receive initial licensure in pre-K following completion of their preparation program. In 2019, the school year after this report’s focus, only 9 teachers who newly completed educator preparation programs received a 153 pre-K license, with another 9 completing a program for the 150 pre-K license endorsement.ix 2017-2018 data indicate that pre-K programs then operating were doing so at their maximum capacity of 20 students per classroom, as the student-tolead-teacher ratio was 18.84:1, meaning that each lead teacher was responsible for roughly 19 students on average. To derive this number, we used the total number of students taking the pre-K MKAS2 by the number of teachers in the licensure report (266), which was the more conservative estimate.
STATE OF PRE-K SERIES: Pre-K Teacher Qualifications in 2017-2018 MISSISSIPPI FIRST I PAGE 6
In the 2017-2018 school year, Mississippi school districts were ahead of the curve to meet MDE’s goal for lead teacher licensure by 2022, but identifying districts’ progress toward the 2022 assistant teacher credentialing goals is less clear. Although most districts employ at least some assistant teachers with AAs, only about one-third exclusively employ teachers with at least an AA, and no information is available as to the specialization of any pre-K assistant teachers. Furthermore, as pre-K programs expand, Mississippi appears likely to experience labor market shortages at least of qualified lead teachers with the labor market for assistants again being less clear.
CONCLUSION
To address these issues, MDE can start by tracking pre-K assistants’ credentials through state data systems. MDE and IHL can also partner to develop a better understanding of the annual supply of new teachers qualified for pre-K lead and assistant roles and encourage more elementary education majors to take courses that would enable them to earn a pre-K endorsement should more jobs become available. Finally, the state must address its ongoing lack of a working state longitudinal data system (SLDS) that allows qualified researchers to access student- and teacher-level data with appropriate safeguards. A better SLDS would go a long way in addressing Mississippi’s chronic data woes, including those relevant to pre-K.
Between the CFPA and the licensure report, we captured pre-K program information about 88 districts. Of these 88 districts, only 84 appeared to have a program in 2017-2018. 63 districts had information in both the CFPA and the licensure report.
• Durant Public School District entered zero classrooms and “not applicable” in response to all questions. Based on our other research, we believe Durant had no pre-K program in 2017-2018.
CFPA INFORMATION For the 2017-2018 CFPA, MDE asked districts to respond to several optional questions about any offered pre-K programs. 83 districts responded to these optional pre-K questions; however, three of these districts did not report classrooms:
• Nettleton School District entered responses of “not applicable” or left items blank. Based on our other research, we believe Nettleton had no pre-K program in 2017-2018.
• 75 provided the minimum required qualifications of lead teachers. In addition to McComb, Okolona, and South Tippah, Hollandale and Union County did not provide lead teacher information. Union County explicitly stated it did not employ “licensed” lead teachers for their six pre-K classrooms.
• Three provided neither lead nor assistant teacher information. These three were McComb, Okolona, and South Tippah. From other research, we know McComb had one collaborative classroom in this school year and thus employed at least one lead teacher. Our research also indicates Okolona had no pre-K program in 2017-2018; we do not know why they answered some pre-K-related questions. South Tippah explicitly reported employing no teachers, whether lead or assistant, though they reported having four pre-K classrooms.6
• Monroe County School District reported zero classrooms but did report full-day programs and whether teachers are formally assessed. We know from our other research that Monroe County had three collaborative classrooms in 2017-2018, so we believe the report of zero classrooms was an error or misunderstanding in completing the CFPA.5 80 districts reported pre-K classrooms and provided at least some substantive information about them. Of these 80 districts,
5 Because the CFPA concerns federal programs, the respondent may have reported zero pre-K classrooms because their three collaborative pre-K classrooms are not supported by federal funds.
APPENDIX A
• 76 reported the minimum required qualifications of assistant teachers. Although Hollandale and Union County did not report lead teacher information, they did report assistant teacher information. Columbus Municipal reported lead teacher information but did not report assistant teacher information; this may have been because all of their classrooms were blended Head Start classrooms and the district may not have employed the assistant teacher. The other three not reporting assistant teacher information were McComb, Okolona, and South Tippah.
6 As in the Monroe County example, the South Tippah respondent may have reported the district employed no teachers because their four pre-K classrooms, as well as their teachers, are not supported by federal funds.
West Tallahatchie School District (Collaborative only)
Union County School District (Tuition-based)
New Albany (Tuition only)
Carroll County School District (Title I) Pascagoula Gautier School District
LICENSURE REPORT
Amory School District (Collaborative only) Natchez-Adams School District
Columbia School District (Special Education only) Petal School District
The licensure report provided information about lead teacher qualifications in 68 school districts. Of these 68, 63 had corresponding information in the CFPA. The five additional districts with no CFPA information were Grenada, Lafayette County, Natchez-Adams, Pascagoula Gautier, and Petal. Both Grenada and Petal had collaborative classrooms in this school year. We believe Natchez-Adams did not have a pre-K program. Table 1 below shows which districts appeared in one report but not the other. Table 2 summarizes the information we gained from each report. IN
Picayune School District (2 Collaborative, 2 Special Education)
Laurel School District (Title I, Special Education)
Durant School District (NO PROGRAM)
Wilkinson County School District (Local funding or tuition-based)
TABLE 1. DISTRICTS
McComb School District (Collaborative)
Nettleton School District (NO PROGRAM)
East Jasper School District (Title I) Holly Springs (Blended only)
Districts in Teacher License Report but Not CFPA
Pearl River County (Special Education only)
EITHER CFPA OR LICENSURE REPORT BUT NOT BOTH
Benton County School District (Tuition only) Lafayette County School District
Districts in CFPA and Not Licensure Report (Notes on Classroom Type per CFPA)
Okolona School District (NO PROGRAM)
Monroe School District (Collaborative)
STATE OF PRE-K SERIES: Pre-K Teacher Qualifications in 2017-2018 MISSISSIPPI FIRST I PAGE 8
South Tippah School District (Probably tuition-based)
Baldwyn School District (Blended only) Grenada School District
STATE OF PRE-K SERIES: Pre-K Teacher Qualifications in 2017-2018 MISSISSIPPI FIRST I PAGE 9 Districts CFPA Answers Lead Teacher(CFPA)Requirements Assistant Teacher(CFPA)Requirements Lead Teacher (LicensureEndorsementsReport) 1. Aberdeen School District 2. Alcorn School District 3. Amory School District 4. Attala County School District 5. Baldwyn School District 6. Benton County School District 7. Biloxi Public School District 8. Brookhaven School District 9. Calhoun County School District 10. Canton Public School District 11. Carroll County School District 12. Chickasaw County School District 13. Choctaw County School District 14. Claiborne County School District 15. Clarksdale Municipal School District 16. Cleveland School District 17. Coahoma County School District 18. Coffeeville School District 19. Columbia School District 20. Columbus Municipal School District 21. Corinth School District 22. Durant Public School District 23. East Jasper School District 24. East Tallahatchie School District 25. Enterprise School District 26. Forest Municipal School District 27. Franklin County School District 28. George County School District 29. Greenville Public School District 30. Greenwood Public School District 31. Grenada School District 32. Hattiesburg Public School District 33. Hazlehurst City School District 34. Hinds County School District 35. Hollandale School District 36. Holly Springs School District 37. Holmes County School District 38. Jackson Public School District 39. Jefferson County School District TABLE 2. DISTRICT INFORMATION AND SOURCES FOR ANALYSIS
STATE OF PRE-K SERIES: Pre-K Teacher Qualifications in 2017-2018 MISSISSIPPI FIRST I PAGE 10 Districts CFPA Answers Lead Teacher(CFPA)Requirements Assistant Teacher(CFPA)Requirements Lead Teacher (LicensureEndorsementsReport) 40. Kemper County School District 41. Kosciusko School District 42. Lafayette County School District 43. Lamar County School District 44. Laurel School District 45. Leland School District 46. Lowndes County School District 47. Lumberton Public School District 48. Madison County School District 49. McComb School District 50. Meridian Public School District 51. Monroe School District 52. Montgomery County School District 53. Moss Point School District 54. Natchez-Adams School District 55. Neshoba County School District 56. Nettleton School District 57. New Albany Public Schools 58. North Bolivar Consolidated School District 59. Noxubee County School District 60. Okolona Separate School District 61. Oxford School District 62. Pascagoula Gautier School District 63. Pearl Public School District 64. Pearl River County School District 65. Petal School District 66. Philadelphia Public School District 67. Picayune School District 68. Prentiss County School District 69. Quitman County School District 70. Quitman School District 71. Rankin County School District 72. South Delta School District 73. South Panola School District 74. South Pike School District 75. South Tippah School District 76. Tunica County School District 77. Tupelo Public School District 78. Union County School District 79. Union Public School District
STATE OF PRE-K SERIES: Pre-K Teacher Qualifications in 2017-2018 MISSISSIPPI FIRST I PAGE 11 Districts CFPA Answers Lead Teacher(CFPA)Requirements Assistant Teacher(CFPA)Requirements Lead Teacher (LicensureEndorsementsReport) 80. Vicksburg Warren School District 81. Water Valley School District 82. West Bolivar Consolidated School District 83. West Point School District 84. West Tallahatchie School District 85. Western Line School District 86. Wilkinson County School District 87. Winona Separate School District 88. Yazoo City Municipal School District Total 83 75 76 68
v U.S. Department of Health and Human Services Office of Head Start Program Information Report Database (object name Mississippi, 2017-2018; accessed January 5, 2021).
iv Whitebrook, Marcie and Sharon Ryan. 2011. Degrees in Context: Asking the Right Questions about Preparing Skilled and Effective Teachers of Young Children. Rutgers University, New Brunswick, NJ: The National Institute for Early Education Research. Accessed January 5, 2021.
vi Ibid. vii Mississippi Department of https://www.mdek12.org/sites/default/files/early_learning_collaborative_teacher_and_assistant_teacher_requirements_6-17-2020.pdfEducation.
i Kelley, Pamela and Gregory Camilli. 2016. “The Impact of Teacher Education on Outcomes in Center-Based Early Childhood Education Programs: A MetaAnalysis.” Research Report, Rutgers University, New Brunswick, NJ: The National Institute for Early Education Research: 5-6. Accessed January 5, 2021.
viii Krystal Cormack, email message to author, July 13, 2020.
https://nieer.org/wp-content/uploads/2019/08/YB2018_Full-ReportR3wAppendices.pdf.
https://nieer.org/wp-content/uploads/2016/08/23-2.pdf
https://nieer.org/wp-content/uploads/2016/08/TeacherEd.pdf
https://title2.ed.gov/Public/Report/DataFiles/DataFiles.aspx?p=5_01.
x Friedman-Krauss, Allison, W. Steven Barnett, Karin A. Garver, Katherine S. Hodges, G.G. Weisenfeld, and Nicole DiCreccio. 2019. The State of Preschool 2018. Rutgers University, New Brunswick, NJ: The National Institute for Early Education Research: 23. Accessed January 5, 2021.
STATE OF PRE-K SERIES: Pre-K Teacher Qualifications in 2017-2018 MISSISSIPPI FIRST I PAGE 12 END NOTES
ix U.S. Department of Education Title II Reports Database (object name Mississippi, Academic Year 2017-2018 Data; accessed on January 5, 2021).
ii Ibid. 50. iii Ibid. 13.