Achieving a High-Quality Preschool Teacher Corps: A Focus on California

INTRODUCTION

P reschool education hasemerged as a prominent issue

among policy-makers,researchers, practitioners, andpolicy advocates throughoutthe nation. This discussion isespecially important inCalifornia, which is home tomore than one millionpreschool-aged children,1

nearly half of whom areLatino,*** and 39% of whomare English language learners(ELLs).2

Recent developments point tothe increased attention thatpreschool education isreceiving in California.Children’s advocate RobReiner supported a ballotinitiative designed to establisha voluntary, publicly-funded,

2005 No. 14

Achieving a High-QualityPreschool Teacher Corps: A Focuson California*

By Miriam Calderón**

* This brief was funded, in part, by a grant from the David and Lucile PackardFoundation. The findings and conclusions presented here are those of the author andNCLR alone, and do not necessarily reflect the opinions of the funding source(s).Permission to copy, disseminate, or otherwise use information from this paper isgranted, provided that appropriate credit is given to the National Council of La Raza(NCLR).

** Miriam Calderón is an Education Policy Analyst for the Office of Research,Advocacy, and Legislation at NCLR. The author thanks other NCLR staff whocontributed to the completion of this document, including Sonia M. Pérez, DeputyVice President and Director of Research, Raul Gonzalez, Legislative Director, andAntonia Lopez, Director of Early Care and Education who provided substantiveedits; Jennifer Kadis, Editor, who was responsible for proofreading; and RosemaryAguilar Francis, Director of the Graphics & Design Unit, who prepared thedocument for distribution.

*** The terms “Hispanic” and “Latino” are used interchangeably to identify persons ofMexican, Puerto Rican, Cuban, Central and South American, Dominican, Spanish,and other Hispanic descent; they may be of any race.

Introduction . . . . . . . . . . .1

Recent DevelopmentsRelated to PreschoolTeacher CorpsPreparation . . . . . . . . . . . .3

Questions andChallenges with Respectto Raising PreschoolTeacher EducationQualifications . . . . . . . . . .4

Efforts to ImproveTeacher Quality . . . . . . . .8

Promising Practices forBuilding Highly-Qualified,Diverse Teachers . . . . . . .10

Achieving a High-QualityTeacher Corps: AdditionalIssues for Latinos . . . . . .12

Recommendations . . . . .14

Conclusion . . . . . . . . . . .18

INSIDEINSIDE

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universally-accessible preschool program inCalifornia.* In addition, two preschool billswere introduced in the most recent Californialegislative session, although neither bill wasenacted. However, there is continued supportfor expanding preschool in California, andvoters can expect to see a preschool measureon the ballot within the next two years, as wellas legislation to implement a voluntarypreschool for all program.

There is much support for preschool programs,particularly among Latinos. A recent poll by theNational Council of La Raza (NCLR) showedthat 77% of Latinos believe that more fundingshould be spent on preschool, even if it meansraising taxes.3 In addition, the movement toestablish preschool for all enjoys broad supportamong California voters, overall, asdemonstrated by a public opinion research pollthat shows that 75% of voters in the state are infavor of California’s government providingfunding for preschool programs.4 AmongLatino voters in California, support for apublicly-funded preschool program increases toan overwhelming 86%.5

Hispanic support for expanding access topreschool is not surprising, given the stakesinvolved. In California, in particular, Latinochildren are among those most likely to benefitfrom a preschool for all program. Nearly half

(46%) of all three- to five-year-old children inthe state are Latino, yet they are currently only37% of those enrolled in preschool.6

As part of its extensive research and programefforts to improve the educational status andoutcomes of Latinos, NCLR, through itsSacramento, California office, is a partner inPreschool for All,** a statewide coalition oforganizations committed to establishing a high-quality, voluntary, publicly-funded preschool forall program in California. A key element indefining preschool quality for Latinos includes awell-prepared preschool teacher corps. NCLRand its Preschool for All partners supportefforts to establish preschool teacherrequirements and recognize the importance of ahighly-qualified preschool workforce thatreflects the diversity of the child population ofCalifornia.

To guide the thinking of policy-makers andadvance efforts to achieve a high-qualitypreschool teacher corps, NCLR has preparedthis brief. The discussion identifies the criticalissues related to building a diverse teacherworkforce, highlights promising effortscurrently under way, and providesrecommendations for achieving a highly-trainedand diverse preschool workforce inCalifornia.***

* The ballot initiative was expected to appear on the November 2004 ballot, but was withdrawn, with the intention of generatinggreater support for a future ballot measure, particularly among Latinos.

** The Preschool for All partner organizations include: Child Care Law Center, Children Now, Mexican American Legal Defense andEducational Fund, National Association for the Advancement of Colored People, Orange County Asian and Pacific IslanderCommunity Alliance, Preschool California, and the Policy Analysis for California Education.

*** This is one in a series of papers written by Preschool for All partner organizations. Future papers will address FamilyInvolvement, Curriculum and Assessment of English Language Learners (ELLs), Facilities, Full-Day Preschool Programs, DataCollection, and Special Needs Students.

RECENT DEVELOPMENTSRELATED TO PRESCHOOLTEACHER CORPSPREPARATIONThe education qualifications of the earlychildhood workforce have emerged as animportant measure of quality and effectivenessof preschool programs. In fact, the trend in theearly childhood education (ECE) field has beentoward increased education requirements forteachers. For example:

◗ In Head Start, our nation’s premier ECEprogram for low-income children, currentlaw requires 50% of Head Start teachers topossess an associate’s degree. Moreover,federal lawmakers have signaled that thepending renewal of Head Start will seek to

establish a bachelor’s degree requirementfor program teaching staff.

◗ In addition, 27 states now requirebachelor’s degrees for preschool teachersworking in state-financed preschoolprograms.7

These policy efforts are largely shaped by themounting research demonstrating a linkbetween the educational attainment of teachersand the quality of the environment and theacademic gains of children.

In California, the issue of teacher educationstandards has been central to the preschool forall debate. The State of California remains oneof the few states which publicly financespreschool, but does not require teachers tohold a college degree. In fact, California doesnot have a preschool teacher credential in placenor does the state delineate a core set of skills

Table 1: Required Preschool Teacher Qualifications: Title 22and Title 5, California Code of Regulations.

Position Title 22 Title 5

Assistant Teacher NA 6 units of college-level coursework in ECE/CD

Associate Teacher NA 12 units of college-level coursework in ECE/CD, including designated core courses

Teacher 12 units of college-level 24 units of college-level coursework in ECE/CD coursework in ECE/CD, including

designated core courses and 16 general education units

Master Teacher Not specified Same as teachers, plus 2 units of adult supervision and 6 specialization units

Title 22: Covers all for-profit and non-contracted nonprofit centersTitle 5: Covers California Department of Education contracted providersECE=Early Childhood Education; CD=Child Development

Source: Whitebook, M., D. Bellm, L. Sakai, F. Kipnis, I. Voisin, and M. Young, Raising Teacher Education and Training Standards for UniversalPreschool in California: Assessing the Size of the Task. Berkeley, CA: Center for the Study of Child Care Employment, University of California atBerkeley, January 2004.

and competencies for educators of youngchildren.8 Currently, two sets of regulations(Title 5 and 22) establish qualifications for theearly education workforce, but neither setrequires teachers to complete a college degree.

During the 2003-2004 California legislativesession, policy-makers acted on two legislativeproposals that aimed to raise the bar on therequired level of education for preschoolteachers:

1. California lawmakers considered AB 56, abill that followed the recommendations ofthe Master Plan for Education* and wouldhave in its original form created avoluntary preschool program for all three-and four-year-old children. This bill wouldhave required all teachers to possess abachelor’s degree within five years of thepreschool program’s inception and abachelor’s degree with 24 units ofspecialized training in preschool educationwithin nine years of the program’s startdate. In addition, AB 56 sought to establishan associate’s degree requirement forassistant teachers by the ninth year ofprogram implementation.

2. The California legislature passed AB 712, abill specific to preschool workforce issues.This legislation sought to establish aWorkforce Development Blue RibbonCommittee charged with developing a planfor creating a well-compensated, highly-qualified bilingual and bicultural preschool

workforce, and advising on the costs ofimplementing such a plan. DespiteGovernor Schwarzenegger’s veto of thislegislation, the Governor’s veto messagestates intent to work in this area, includingsupporting the efforts of the CaliforniaFirst Five Commission, which recentlyvoted to establish a Blue RibbonCommittee on the Preschool Workforce.9

While these legislative efforts wereunsuccessful, the issue of preschool teachereducation standards will continue to be a focusfor California policy-makers and preschooladvocates.

QUESTIONS ANDCHALLENGES WITHRESPECT TO RAISINGPRESCHOOL TEACHEREDUCATIONQUALIFICATIONSWhile there is clear support for raisingpreschool teacher education standards, threelarge questions remain regarding how toachieve this goal. The following discussionoutlines the most pressing challenges withrespect to upgrading the educationqualifications of preschool teachers. First,decisions must be made regarding the type ofpreparation needed and what constitutes anappropriate education standard. Second, from

* In 1999, the California legislature passed Senate Concurrent Resolution 29, calling for the creation of a new Master Plan forEducation. The California Master Plan is used by the legislature as a template for proposed education legislation fromprekindergarten through postsecondary education.

a Latino perspective, the diversity thatcurrently exists among this sector ofeducational professionals must be maintained orincreased, especially in the context ofdemographic changes and the growing Latinopopulation. Third, there are challenges relatedto how the current educational structure can bealtered to facilitate these enhancements, giventhe enormity and complexity of the task.

1. PRESCHOOL TEACHER QUALIFICATIONS:HIGHLIGHTS FROM THE RESEARCH ON

APPROPRIATE EDUCATION STANDARDS

The literature on ECE staff preparation doesnot make a compelling case for one “silverbullet” approach to improving teachereffectiveness. While there is evidence showingthat increasing teachers’ education levels willimprove the quality of preschool services, otherfactors such as ECE training and courseworkcan also contribute to high-quality programs.Thus, achieving a well-prepared ECE workforcewill require California policy-makers toconsider a variety of approaches.

Studies looking at the relationship betweenformal education, program quality, and childoutcomes have shown that ECE teachers withmore formal education provide higher qualityservices than teachers with less education.10

For example, a review conducted by PolicyAnalysis for California Education (PACE)reported that, across studies, center-based staffwith at least an associate’s degree tend toprovide higher quality care than center-basedstaff with less than an associate’s degree.11 Inaddition, the National Institute for EarlyEducation Research found that in studies thatfocused on the quality effects of a bachelor’sdegree, a correlation exists between increased

quality and child outcomes and teachers with abachelor’s degree.12

While the research generally concludes that“more education is better,” the research doesnot indicate how much formal educationteachers should have in order to achieve a high-quality learning environment.13 Simplyput, it remains unclear from the literatureprecisely what gains are acquired from abachelor’s degree versus an associate’s degree.14

Similarly, the literature that examines therelationship between program quality andspecialized ECE education and training suffersfrom the same limitations as the research onformal education. There are few studieslooking at how much ECE training andeducation is needed to make gains in programquality.15 Notwithstanding this, the researchgenerally concludes that specialized ECEtraining and education results in higher quality.For example, the National Academy of Sciencessupports the importance of “education focusedspecifically on child development and earlychildhood education.”16 In addition, somestudies looking at the effects of ECEcoursework suggest that increased training inECE increases program quality.17

Further, among child care quality studiesseeking to determine whether formal educationor specialized ECE training is a better predictorof quality, the findings to date remaininconclusive. The PACE review suggests that“both general educational status and specializedtraining in ECE appears to independently andadditively predict quality of care. There is notconsistent evidence to suggest that eithergeneral education or specialized training ismore important.”18

In sum, the research to date does not decisivelypoint to one specific path to achieving a well-prepared teacher corps. However, theliterature generally concludes that raising theeducational levels and training for preschoolteachers, including holding a college degree,will add to program quality. In addition, theliterature suggests that preschool teachersshould have training and education specializingin ECE.

Thus, as researchers continue to seek answersto threshold questions regarding how muchformal education and training is necessary toachieve quality, it is clear that California’schildren will benefit from policies aimed atincreasing teachers’ access to coursework andtraining in ECE, as well as hiring more teacherswith college degrees.

2. DIVERSITY AS A QUALITY INDICATOR

There is an underlying concern about theimpact of proposed changes to preschoolteacher preparation policies on the diversity ofthe ECE workforce. Currently, nearly one-third (30%) of children in Head Start areHispanic and one-fourth (25%) of Head Startpersonnel are Hispanic.19 Thus, there is asignificant number of Latino ECE personnelthat could represent a large part of the futureECE workforce. However, there is someanecdotal evidence showing that Latino,limited-English-proficient (LEP), and AfricanAmerican ECE professionals, who bringimportant skills with them to the preschoolsetting, may face challenges in meetingincreased formal education requirements and,as a result, leave the ECE field.20 While muchof these data are not yet available, the evidenceis clear in showing that minority, low-income,

and language-minority men and women are lesslikely than their White and more affluent peersto have completed a bachelor’s degree, and thusmay be less likely to remain in the preschoolteacher pool if degree requirements are put inplace without considering their impact on thediversity of the ECE workforce.

NCLR believes that a workforce that reflectsthe culturally- and linguistically-diversepopulation of students is necessary for apreschool system to be effective. A diverseworkforce will improve the quality of thepreschool program and translate into betteroutcomes for children. For California, thismeans that the preschool workforce mustinclude Latinos and teachers with expertise inserving ELLs.

The quality of instruction these children receiveand their academic outcomes will determinewhether or not preschool for all is successful,and this will in part be based on the availabilityof bicultural teachers and instruction in thestudent’s home language. Indeed, recentstudies underscore the importance of providingLatino and ELL children with access to bilingualteachers in order to enhance academic andschool readiness outcomes. For example, astudy that examined the transfer of languageskills from English to Spanish among youngELLs supports “the practice of providingliteracy instruction in Spanish to Spanish-speaking ELLs as a means of helping themacquire literacy skills in English.” 21 In addition,initial findings from the Early Childhood Studyof Language and Literacy Development point toyoung ELLs’ ability to apply early literacy skillssuch as phonological awareness across their twolanguages.22

In addition to diversity in the teacherworkforce, training in serving diverse childrenand families is critical for effective parentalinvolvement, a key quality indicator forpreschool programs. In order to achievequality relationships with parents and promoteparental involvement in a preschool program, itis important to have staff prepared to provideculturally- and linguistically-appropriateservices to Latino and LEP parents. However,these types of relationships have been difficultto establish. For example, one survey of stateadministrators of early childhood programsfound that, across all types of programs,administrators reported the lack of Latino orbilingual staff and the lack of sufficientpreparation and training of preschoolprofessionals as the most urgent challenges inserving these populations. 23

Thus, if California’s children are going to have asuccessful preschool experience, teachers mustbe equipped to provide Latino and ELLchildren with appropriate services, includingeffective instruction. In addition, there must beenough teachers with the skills necessary toengage and build trust with parents and familiesof diverse cultural and language backgrounds.

3. ASSESSING THE SIZE OF THE TASK

Preparing a diverse, highly-qualified preschoolworkforce will be a significant task at both thestate and national levels. According to theNational Prekindergarten Center, “If the U.S.offered a universal voluntary preschoolprogram to four-year-olds today, the countrywould need 200,556 teachers (assuming that95% of the 3,610,000 four-year-olds wereserved in classes of 18).” 24 Moreover, Censusprojections indicate that the preschool system

would require an additional 43,888 teachers toserve 4.4 million four-year-olds by 2020.25

Ensuring that a proportional share of these newteachers is Hispanic, relative to their presencein the overall population, will be challenging,particularly if these teachers are required tohold bachelor’s degrees. Currently, Latinopreschool teachers have lower rates of collegeeducational attainment than the generalpopulation of teachers. Moreover, researchshows stark differences between Latino andWhite ECE providers who have completed anassociate’s or higher college degree.26 Forexample, a recent study of the California ECEworkforce reported that, among the countiesstudied, all but one county had at least tenpoint spreads between the percentage of Whiteproviders with associate’s degrees or higher andthe percentage of Latino providers withassociate’s degrees or higher.27 These datasuggest that in order to maintain a commitmentto diversity while also raising teacher degreerequirements within the preschool workforce,policy-makers will have to significantly increaseopportunities for Hispanic preschool teachersto obtain a bachelor’s degree.

Unfortunately, the infrastructure for preparinga diverse preschool workforce is not in place.Very few degree-granting U.S. Institutions ofHigher Education (IHEs) offer degree programsin ECE. For example, 29% of the IHE systemin the U.S. offers an associate’s or bachelor’sdegree in ECE.28 Moreover, fewer than halfoffer a BA degree in ECE.29 An additionalchallenge is that some credits ECE teachersearn while obtaining asssociate’s degrees aresometimes not accepted by bachelor’s degree-granting institutions. This lack of “articulation”between two- and four-year institutions means

that ECE teachers often have to repeatcoursework, which lengthens the amount oftime for ECE teachers to obtain BA degrees inECE and results in higher costs.30

In California, community colleges are theinstitutions that prepare the bulk of thepreschool workforce, largely because ofaccessibility (i.e., location and cost), and alsobecause the classes required under Title 5 andTitle 22 (the two regulations that establishpreschool teacher education requirements) arelargely contained within this system ofcolleges.31 This system currently has morecapacity than do either of the two four-yearcollege systems (the California State Universitysystem and the University of California system)to prepare preschool teachers. Unfortunately,the cumbersome articulation process betweentwo- and four-year institutions means that theroadmap to a bachelor’s degree with an earlychildhood education focus is not readily

available throughout the state.32

Ensuring that California’s preschool workforceis diverse, well-educated, and trained in earlychildhood education will require significantresources and policy changes across differentsectors of the higher education community. Inessence, it means developing a “pipeline” forteachers in the current workforce and forstudents obtaining specialized training in earlychildhood education to move toward abachelor’s degree program.

EFFORTS TO IMPROVETEACHER QUALITYAchieving a high-quality preschool teachercorps in California will require raising the baron training and formal education requirementsfor preschool teachers as well as employingstaff with the cultural and language skills toserve the state’s diverse child population. To

Table 2: Percentage of Family Child Care Providers with anAssociate’s Degree or Higher, by Race and Ethnicity and

Selected California CountiesAll Providers White Providers Latino Providers

Alameda 26% 22% 9%

Kern 13% 16% 4%

Monterey 7% 11% 3%

San Benito 11% 17% 8%

San Francisco 29% 55% 8%

San Mateo 31% 30% 16%

Santa Clara 27% 26% 17%

Santa Cruz 19% 26% 6%

Source: Whitebook, M., D. Bellm, L. Sakai, F. Kipnis, I. Voisin, and M. Young, Raising Teacher Education and Training Standards for UniversalPreschool in California: Assessing the Size of the Task. Berkeley, CA: Center for the Study of Child Care Employment, University of California atBerkeley, January 2004.

this end, California lawmakers must weighefforts to increase education or trainingrequirements against the unintendedconsequences of these policies in reducingworkforce diversity and quality for Latino andELL children and families.

At both the federal and state level, there havebeen several recent efforts to increase thequality of the preschool workforce byincreasing teacher education requirements.However, little is known about how theseefforts have affected the quality of services fordiverse children and their families. Forexample, the Head Start program has beenlargely successful in meeting a mandate that50% of all Head Start teachers nationwideachieve an associate’s degree by 2003. In its2003 report to Congress, the Head StartBureau showed that 52% of the program’steachers nationwide had at least an associate’sdegree in early childhood education or a relatedfield at the end of the 2002 program year.33

This figure marks a 14% increase of Head Startteachers with associate degrees since 1999.34

The report, however, did not indicate whetherthe ethnic makeup of preschool teachers hadchanged during this same period of time, orwhether teachers of different cultural andethnic backgrounds had achieved the neweducation requirements at similar rates ofprogress. Moreover, the Head Start Bureaudoes not routinely collect data on the educationqualifications of staff by race, ethnicity, orlanguage. Thus, there is not a system in placeto track changes in workforce diversityresulting from increased formal educationrequirements. In addition, anecdotal reportsfrom NCLR’s network of Latino-servingcommunity-based providers show there is acause for concern regarding workforcediversity. These providers have indicated thatfew LEP staff employed by Head Start are ableto complete a college degree, and as a resultremain in the program as teachers’ assistantsrather than as lead classroom teachers.

In 1998, the State of New Jersey established auniversally-accessible preschool program intargeted school districts known as the Abbott

As part of a 1998 New Jersey Supreme Court ruling in the case Abbott v. Burke, the state was requiredto provide full-day, high-quality preschool programs for all three- and four-year-olds in targetedschool districts known as Abbott districts. In 2000, the Court clarified standards for high-quality programs to include requirements for teachers to hold a bachelor’s degree andpreschool through third grade certification by 2006. While the state has documented the success ofAbbott preschools in meeting this mandate, the state has failed to collect data on the ethnic or racialbackgrounds of the teachers who have successfully acquired a bachelor’s degree as a result of Abbottlegislation. Given that the Abbott ruling seeks to remedy decades of inequity within the publiceducation system and that, historically, inequities have often been associated with a person’s raceor ethnicity, data should be collected on the racial and ethnic composition of the Abbott preschoolworkforce.

Source: National Black Child Development Institute, "Universal Prekindergarten in New Jersey: Teacher Preparation and ProfessionalDevelopment in New Jersey’s Abbott Districts Policy Brief." Washington, DC: July 2004

districts.* The Abbott preschool programs, bothschool- and community-based programs,require all teachers to have a bachelor’s degreeand P-3 (preschool-through-third grade)certification by 2006. Currently, New Jersey isvery close to meeting the Abbott teacherqualifications mandate. According to a recentreport funded by the Trust for Early Educationand the Schuman Fund, in 2003, 80% of Abbottteachers in community-based programs hadacquired a bachelor’s degree, up from 35% in1999.35 Due to this success, the Abbott mandateis widely cited as evidence that a workforce ofbachelor’s-level preschool teachers can beachieved in a relatively short period of time.

While these results are promising, New Jersey’sdata collection efforts suffer from limitationssimilar to those of the Head Start program.According to the National Black ChildDevelopment Institute (NBCDI), there is anabsence of data on the ethnic and racialbackgrounds of teachers who successfullyacquired a bachelor’s degree as a result of theAbbott legislation. Moreover, New Jersey hasfailed to collect reliable data on the percentagesof African American and Latino individuals whohave taken advantage of state scholarshipsdesignated for preschool teachers seeking toobtain a bachelor’s degree.36

In addition, NBCDI notes some challenges tomaintaining a diverse preschool teacher corpsin the Abbott programs. For example, theteacher education requirements may have ledseasoned lead teachers who did not believe theycould meet that state’s education mandates to

leave teaching or to accept demotions toassistant teachers.37 Moreover, NBCDI assertsthat personal discussions with directors andadministrators in the early care and educationfield in New Jersey suggest that there exists a“revolving door” of teachers in some Abbottpreschool programs. According to thesediscussions, diverse teachers are leaving theAbbott programs because of terminations due toa lack of a bachelor’s degree, certificationrequirements, and other reasons.38

Thus, there is some emerging evidence showingthat efforts to raise preschool teacher educationstandards may result in a loss of workforcediversity. A plan for a highly-qualifiedpreschool workforce for California shouldensure that the concerns raised in Head Startand New Jersey as a result of the Abbottlegislation and implementation are notreplicated in California.

PROMISING PRACTICESFOR BUILDING HIGHLY-QUALIFIED, DIVERSETEACHERSAs previously noted, the challenge for policy-makers is to set higher preschool teachereducation standards while maintaining diversityin the preschool teacher pool. As these issuesunfold, California policy-makers can look tothe following three efforts under way thatsuccessfully address these challenges.

* Abbott school districts refer to New Jersey’s top 30 school districts with the highest poverty rates, in which nearly half (40%) ofstudents qualify for free and reduced price lunch.

◗ California. In California, CabrilloCommunity College has initiated aSpanish/English Early Childhood TeachingSkills Certificate program in partnershipwith a local Head Start agency. Thisprogram helps Spanish-speaking staff meetCalifornia requirements for credentials andlicenses to work with young children,including working toward an associate’sdegree in ECE. The program offers LEPteachers bilingual ECE courses, paidinternships for Spanish-speaking staff,tutoring, and a spring academy whichallows students to complete a semester’sworth of coursework in a ten- to eleven-week period. According to a program staffmember, students move through theprogram at their own pace, and on averageit takes LEP students four to seven years tocomplete an associate’s degree in ECE.

◗ North Carolina. Another promisingmodel,T.E.A.C.H., which originated inNorth Carolina but has been expanded to21 other states, has demonstrated muchsuccess in increasing the education andtraining levels of ECE professionals whilemaintaining a commitment to diversity.T.E.A.C.H. offers better compensation forECE providers receiving additionaleducation and training, and providesfinancial supports for ECE staff to obtaincollege credit at participating institutions ofhigher education. In order for a state toparticipate in the T.E.A.C.H. program, thestate must agree to assess itself againstmeasures of diversity. This is done toensure that states are reaching diversepopulations. According to the president ofthe Child Care Services Association, whichoversees T.E.A.C.H., in most states wherethe program is offered statewide, the

The Un Puente al Futuro: Educating Head Start Teachers and Staff of Latino Children project is a partnershipbetween a local Migrant and Seasonal Head Start agency and Portland Community College (PCC) inPortland, Oregon. The goal of the program is to assist Latino teachers in obtaining an associate’sdegree in Early Childhood Education (ECE). PCC offers ECE classes at various language levels forlimited-English-proficient (LEP) individuals. Four beginning classes are offered in Spanish sostudents working toward associate degrees in ECE can begin learning ECE content while theysimultaneously begin to learn English. Additional classes are offered bilingually with simultaneoustranslation. This allows students to complete their homework in their first language and also allowsSpanish-speaking and English-speaking students to communicate more fully with others in class.Advanced classes are offered only in English but with simultaneous English-language support. Inaddition, students receive mentoring and tutoring support and assistance with tuition and books.Upon completion of the program, LEP students have developed English-language skills that allowthem to pursue additional degrees and continue their education.

Source: Grant Evaluation Report, Un Puente al Futuro: Educating Head Start Teachers and Staff of Latino Children, Technical Assistance for CommunityServices, Portland, Oregon: August 2003. Additional Citation: Conversation with Amy J. Potter, Hispanic Head Start Project Coordinator,Portland Community College, July 2003.

T.E.A.C.H. population looks as diverse asthe population of individuals working inchild care settings.

◗ Oregon. In 1999, the Head Start Bureaulaunched the Head Start-Higher EducationHispanic/Latino Service Partnershipsprogram to support the development ofeducation and training models betweeninstitutions of higher education and HeadStart agencies. In Oregon, these funds havesupported Un Puente al Futuro: EducatingHead Start Teachers and Staff of LatinoChildren, a project which assists Head StartLatino and LEP teachers in acquiring anassociate’s degree in ECE. According to arecent evaluation, teachers participating inthe project have been successful incompleting an associate’s degree in ECE.39

In addition, the project coordinator notesthat LEP staff needed more time tocomplete their degree than what wasmandated by Head Start. For example,while Congress established a five-year timeframe for Head Start to meet an associate’sdegree mandate, on average LEP teacherstook six to seven years to obtain anassociate’s degree in ECE.40

These promising practices illustrate thatfinancial and institutional supports can work tomaintain diversity in the ECE workforce whileincreasing teachers’ education and traininglevels. In addition, these examples shed lighton the importance of setting appropriate timeframes for Latino and LEP teachers to completetheir degrees. Lastly, it is evident that thecommunity college system is a key componentof a professional development system for ECE

teachers, particularly for Latino and LEPteachers.

ACHIEVING A HIGH-QUALITY TEACHERCORPS: ADDITIONALISSUES FOR LATINOSAs the discussion above argued, it is criticallyimportant to Latinos and ELLs that policiesseeking to establish preschool for all programsensure that teachers will provide high-qualityservices and maintain a workforce prepared toaddress the needs of culturally- andlinguistically-diverse preschool students andtheir families. While there have been attemptsto raise the quality of care provided topreschool children by raising teacher educationstandards, issues of workforce diversity havenot been adequately addressed at the state ornational levels; the Abbott legislation and themost recent Head Start reauthorization providerecent examples. This is of concern given thatthe research demonstrates that California’schildren will benefit from preschool teacherswith higher levels of formal education andteachers with the skills to serve a diverse childpopulation.

In addition to issues of overall quality andworkforce diversity, for Latino families andtheir children, several other issues areimportant to consider in the debate regardingpreschool programs and raising educationstandards for preschool teachers:

◗ Length of time for teachers to meetrequirements. Policy-makers shouldguard against establishing “gatekeeper”

mandates that limit opportunities fordiverse individuals to work in the field. Inthe case of New Jersey, mandates forteachers to hold a bachelor’s degree in arelatively short period of time may havesignificantly altered the diversity of theworkforce. As noted by NBCDI, while anaverage full-time student may take fiveyears to complete a bachelor’s degree,Abbott teachers must maintain full-timeemployment, balance family life, andcomplete a bachelor’s degree andcertification within a six-year period.41

Moreover, there is anecdotal informationfrom the Oregon and California examplessuggesting that minority teachers requiremore time than average to complete theirassociate’s degrees.

◗ Alternate points of entry for meetingrequirements. Setting a high bar forgaining entry into the ECE field may alsolimit opportunities for diverse individualsto work as ECE teachers. Recent policydiscussions looking to require teachers topossess a bachelor’s degree and assistantteachers to hold an associate’s degreepresent challenges for Latino and LEP staff.As previously noted, there are largedisparities between the educationalbackground of Latino and White teachersworking in the field. To remedy this,research should be conducted on the roleof credential programs, such as the ChildDevelopment Associate (CDA), utilized inHead Start to serve as a bridge to theformal education system and an entry pointto the field. Many parents and persons of

diverse racial and ethnic backgroundsutilize the credential program requirementsas their first professional milestone in thefield.42 For example, in 2000, 30% ofindividuals earning a CDA were formerHead Start parents, and 12% of all ECEeducators with CDAs were Hispanic.43

Thus, while it is important to raisestandards for ECE teachers as a means toincreasing the quality of services, policiesfor achieving this should not close doors tominority educators who can make up alarge proportion of the future ECEworkforce. On the contrary, given thatthere will be a great need for highly-qualified teachers from diversebackgrounds, policies should takeadvantage of current entry points for theseteachers.

◗ Steady supply of well-prepared,diverse teachers. The preschool-agedchild population is increasinglylinguistically and culturally diverse. InCalifornia, along with the growing numberof Latinos and ELLs, approximately one intwo preschool-aged children has at leastone parent who is non-native to thiscountry.44 While the current pool of ECEteachers largely reflects this diversity,policy-makers must work to ensure thatthe ECE workforce continues to reflect thechanging demographics of the childpopulation. Moreover, these demographicssuggest that California will need tosignificantly increase the pool of well-prepared, diverse teachers in the future.Thus, policies should be put in place that

guarantee the availability of well-preparedteachers from diverse backgrounds.

◗ Community engagement. Anotherimportant consideration relates toinvolving Latino parents and the broaderLatino community in the design of apreschool for all system. In fact, it can bestated that the success of the preschoolprogram in California largely depends onwhether or not it meets the needs of Latinoand ELL children. Indeed, the preschoolsystem must provide culturally- andlinguistically-appropriate services in orderto be effective at closing studentachievement gaps and reversing negativeeducation trends. Thus, policy-makersshould put in place mechanisms forleveraging the knowledge and skills ofLatino-serving community-basedorganizations (CBOs). These organizationscan also serve as important “brokers” to theLatino community. In addition, effortsmust be made to ensure that Latino parentsare informed about opportunities tosupport and participate in preschoolprograms.

RECOMMENDATIONSNCLR recommends that policies seeking toachieve a high-quality and diverse workforceshould leverage the skills of the currentworkforce, create an infrastructure to train thenext generation of teachers, include asignificant outreach and recruitmentcomponent in Latino communities, and collectcritical data on the workforce.

1. BUILD ON THE SKILLS OF THE CURRENT

DIVERSE ECE WORKFORCE.◗ Build a bilingual teachers “career

ladder” program for non-degreedteachers which includes financialand academic supports.The stateshould provide financial and academicsupport (including tutoring and specialadvising) for bilingual or LEP teachersseeking to comply with the most recentHead Start degree requirements.Theprogram would allow teachers with theskills to serve ELLs to remain in theworkforce while they move towardbachelor’s degrees. In addition, thebilingual “career ladder” should beintegrated into the California ChildDevelopment Permit and other stateprograms that provide pathways forECE professionals to increase educationand training levels. These include: theChild Development TrainingConsortium, Career IncentiveProgram,Training TANF Recipients asChild Care Teachers, and ChildDevelopment Permit MatrixProfessional Growth Advisors.

◗ Build an incentive structure thatprovides higher salaries forteachers with degrees. The stateshould expand the county-basedCARES program, which offers stipendsto teachers and providers for furtheringtheir training and education. Morespecifically, the incentive structureshould include benchmarks ofattainment toward the degree that will

qualify the teacher for an incrementallyhigher salary until the degree iscompleted.

2. BUILD AN EDUCATIONAL

INFRASTRUCTURE TO MEET THESE NEW

GOALS.◗ Provide grants to IHEs to prepare

teachers to meet new demand.The state should provide grants to IHEsto create ECE degree programs withinthe community college system, andfour-year bachelor’s-grantinginstitutions in California must developa bachelor’s program in early childhoodeducation. In addition, IHEs should usethese funds to implement articulationagreements so that there is notreplication of coursework, and so thatstudents have the opportunity to makea smooth transition from an associate’sdegree to a bachelor’s degree programin ECE.

◗ Provide grants to IHEs to developand expand diverse faculty. Thestate should provide grants to IHEs todevelop master’s and Ph.D. programs inECE, including specializations inbilingual education and English-language development. In addition, thefunds should be used to supportstudents in pursuing advanced degreesin these areas.

◗ Establish a joint bachelor’s degreein ECE and bilingual education.The state should establish a commissionto develop standards for a joint degreein ECE and teaching of young ELLs. Inaddition, the commission should look atthe feasibility of designing anarticulated program that supportstransitions from two- to four-yearinstitutions for individuals pursuing thisjoint degree.

The State of Texas requires bilingual certification in addition to early childhood certification foreducators working with young English language learners (ELLs) in the state preschool program. Thecertification outlines a clear set of skills and competencies for teachers of young ELLs. Thestandards are as follows:

◗ Communicate competency and academic language proficiency in the first language (L1) and in thesecond language (L2).

◗ Knowledge of the foundations of bilingual education and the concepts of bilingualism andbiculturalism.

◗ Knowledge of the process of first- and second-language acquisition and development.

◗ Comprehensive knowledge of the development and assessment of literacy in the primary language.

◗ Comprehensive knowledge of the development and assessment of biliteracy.

◗ Comprehensive knowledge of content-area instruction in L1 and L2.

Source: Bilingual Education Standards EC-4, State Board for Educator Certification website:http://www.sbec.state.tx.us/SBECOnline/standtest/standards/ec4biling.pdf

◗ Invest in ongoing credit-bearingprofessional development. Thestate should provide grants to IHEs,local education agencies, and CBOs todevelop ongoing professionaldevelopment opportunities to preparecurrent preschool teachers to meet theneeds of California’s linguistically- andculturally-diverse child population.These training opportunities should becredit-bearing, integrated into adegree-track curriculum, and part of ateacher continuing education program.

◗ Create a pathway for a career inECE at the high school level. Thestate should partner with schooldistricts and IHEs to offer an ECEcertificate program in high schoolRegional Occupational Programs.

◗ Establish a bilingual certificationfor teachers of young ELLs. Thestate should revise the Crosscultural,Language and Academic Development(CLAD) Certificate and the Bilingual,Crosscultural, Language and AcademicDevelopment (BCLAD) Certificates toinclude teachers providing instructionto preschool-aged ELLs.

◗ Ensure the participation of thecommunity college system.Evidence from this report suggests thatthe community college system is animportant component of a professionaldevelopment system for the ECEworkforce, particularly for Latino and

LEP staff. The state should ensure thatthe community college system is apartner in efforts to increase thetraining and education levels ofpreschool teachers.

3. DEVELOP AN AGGRESSIVE OUTREACH

AND RECRUITMENT STRATEGY.◗ Invest in linguistically- and

culturally-appropriate outreachand recruitment strategies. Thestate should provide grants to IHEs,local education agencies, and CBOs toconduct outreach and recruit groupsunderrepresented in the teacher corps.

◗ Convene a group of minority ECEprofessionals to share bestpractices and models forincreasing the number ofminority teachers. The state shouldestablish an advisory committee ofminority ECE professionals to adviseon effective strategies for recruitingand retaining a diverse pool ofpreschool teachers.

◗ Recruit individuals with ECEtraining and education acquiredin countries outside of the U.S.Informal surveys of ECE professionalssuggest that many individuals possessECE training and credentials fromother countries. Unfortunately, theseindividuals face barriers in having theirskills and education recognized in theU.S. The state should establish asystem for recruiting them to work in

preschool programs. In addition, thestate should facilitate this by evaluatingand recognizing comparable ECEeducation and training earned outsideof the U.S.

4. ESTABLISH DATA COLLECTION AND

RESEARCH GUIDELINES.◗ Collect data on the workforce.

The state should collect data on theeducation levels of the preschoolworkforce disaggregated by race,ethnicity, and language status.

◗ Fund research on teacher quality.The state should fund and develop aprogram of research on the criticalteaching skills and competencies ofpreschool teachers. This research couldassist in the development ofbenchmarks that are tied to wages andfinancial incentives for preschoolteachers to increase education andtraining levels.

◗ Invest in online teacher trainingprograms. The state should providefunds for a pilot program to explorethe feasibility of bilingual onlinecourses supported by an instructor in acommunity-based setting.

◗ Develop a research plan forteacher diversity. The state shouldfund and develop a research plan thatexamines issues related to promoting aworkforce with the skills to serveCalifornia’s diverse children. Theseissues include but are not limited to:

appropriate time frames for teachers ofdiverse racial, ethnic, and languagebackgrounds to complete degrees, costsof various financial and institutionalsupports to assist teachers of diversebackgrounds in successfully completingtheir degrees, and revising professionaldevelopment competencies andstandards to include content related toserving culturally- and linguistically-diverse children and their families.

5. BUILD A BASE OF COMMUNITY SUPPORT

FOR PRESCHOOL PROGRAMS AND

QUALITY ENHANCEMENTS.◗ Include Latino representation on

a Workforce Blue RibbonCommittee. Given that a large shareof the ECE workforce in Californiamust include Latino and ELL teachersin order to be effective, the state shouldensure that Latinos and individuals withexpertise in services to ELLs areadequately represented in policy andkey decision-making efforts related toECE workforce issues.

◗ Consult with Latino- and ELL-serving providers. The state shouldestablish mechanisms for meaningfullyengaging Latino-serving CBOs in thedesign and implementation ofpreschool for all. These organizationshave significant expertise in providingculturally- and linguistically-appropriate services, which isimportant for the design of an effectivepreschool system.

◗ Ensure effective outreach toLatino families. The state shouldensure that a preschool for all programprovides ongoing professionaldevelopment for teachers on effectiveparental engagement and outreach withLatino, ELL, and immigrantcommunities.

CONCLUSIONLatinos are major stakeholders in thedevelopment of preschool for all in California.One in two children born in the state is Latino.Until now, however, the needs of Latinochildren and families have not been part of the

debate on what universal preschool should looklike. As California policy-makers developproposals for preparing the preschoolworkforce to provide high-quality services, theyshould include strategies for achieving a diverseworkforce of teachers to provide this care toCalifornia’s culturally- and linguistically-diversestudents. It is important that Californiadevelop a specific plan that outlines keyresearch needs, recommends policies that buildon the existing diversity of the preschoolworkforce, and ensures its diversity into thefuture. Implementing this plan will be anenormous task; however, it is one that isworthwhile and necessary in order for apreschool for all program to succeed.

The author wishes to acknowledge and thank the following colleagues who reviewed earlier draftsof this paper and provided useful comments and suggestions on the analysis:

◗ Dan Bellm, Center for the Study of Child Care Employment

◗ Kara Dukakis, Children Now

◗ Sandra McNaughton, Children Now

◗ Delia Pompa, Principal, DMP Associates; former Director of the Office of Bilingual Educationand Minority Languages Affairs, United States Department of Education

◗ Marcy Whitebook, Center for the Study of Child Care Employment

The author and NCLR alone are responsible for content and any errors of fact orlogic that remain.

1. Lopez, Elias and Patricia de Cos, Preschool and ChildCare Enrollment in California. Sacramento, CA:California Research Bureau, 2004.

2. Data from forthcoming publication. Children Now,Oakland, CA. www.childrennow.org

3. Zogby, John and Rebecca Wittman, HispanicPerspectives, National public opinion poll conductedfor the National Council of La Raza,Washington,DC: Zogby International, June 2004.

4. Peter D. Hart Research Associates and The TarranceGroup, A Statewide Survey of Attitudes TowardPreschool in California, conducted for PreschoolCalifornia and the Child Development PolicyInstitute Education Fund, 2004.The bipartisan teamof pollsters surveyed 1,167 registered voters inCalifornia, including an oversample of 150 Latinovoters (for a total of 307 Latinos).The margin oferror is +/- 2.9 percent but is higher amongsubgroups. Available athttp://www.preschoolcalifornia.org/pg30.cfm.

5. Ibid.

6. Preschool and Child Care Enrollment in California,op. cit.

7. Cooper, Susanna and Kara Dukakis, Kids Can’t Waitto Learn:Achieving Voluntary Preschool for All inCalifornia. Oakland, CA: Preschool California,August 2004.

8. Whitebook, Mary, Dan Bellm, Laura Sakai, FranKipnis, Irene Voisin, and Marci Young, RaisingTeacher Education and Training Standards forUniversal Preschool in California:Assessing the Sizeof the Task. Berkeley, CA: Center for the Study ofChild Care Employment, Institute of IndustrialRelations, January 2004.

9. See Preschool California website for moreinformation on the Governor’s veto message,http://www.preschoolcalifornia.org/pg50.cfm orview veto message athttp://www.governor.ca.gov/govsite/pdf/vetoes/AB_712_veto.pdf

10. Zaslow, Martha, Kathryn Tout, Kelly Maxwell, andRichard Clifford, “The Role of ProfessionalDevelopment in Creating High-Quality PreschoolEducation.” Paper prepared for the Brookings-University of North Carolina Conference onPreschool Education,Washington, DC, onSeptember 9 and 10, 2004.

11. Hamre, Bridget K. and Margaret Bridges, Early Careand Education Staff Preparation, Quality, and ChildDevelopment:A Review of the Literature. Berkeley,California: Policy Analysis for California Education,University of California Berkeley, 2003.

12. Barnett,W. Steven, Better Teachers, Better Preschools:Student Achievement Linked to TeacherQualifications. New Brunswick, NJ: NationalInstitute for Early Education Research, 2003.

13. “The Role of Professional Development in CreatingHigh-Quality Preschool Education,” op. cit.

14. Whitebook, Marcy, Early Education Quality: HigherTeacher Qualifications for Better LearningEnvironments - A Review of the Literature. Berkeley,CA: Center for the Study of Child CareEmployment, Institute of Industrial Relations, 2003.


16. “The Preparation of Early Childhood Professionals,”in Eager to Learn: Educating Our Preschoolers.Washington, DC: National Research Council,National Academy of Sciences, 2000.


18. Early Care and Education Staff Preparation, Quality,and Child Development:A Review of the Literature,op. cit.

19. Unpublished data from the Program InformationReport, 2001-2002 Program Year, provided by theHead Start Bureau, U.S. Department of Health andHuman Services.

ENDNOTES

20. Berdecia, Ana I., “What is the Current State of EarlyChildhood Teacher Preparation and ProfessionalDevelopment in New Jersey’s Abbott Districts?” inUniversal Prekindergarten in New Jersey:TeacherPreparation and Professional Development in NewJersey’s Abbott Districts. Washington, DC: NationalBlack Child Development Institute, 2004.

21. August, Diane, Margarita Calderón, and MaríaCarlo, Transfer of Skills from Spanish to English:AStudy of Young Learners.Washington, DC: Centerfor Applied Linguistics, 2002.

22. Tabors, Patton O., Mariela M. Páez, and Lisa. M.Lopez, “Dual Language Abilities of Bilingual Four-Year-Olds: Initial Findings from the Early ChildhoodStudy of Language and Literacy Development ofSpanish-Speaking Children,” NABE Journal ofResearch,Winter, 2003.

23. Buysse,V., D. C. Castro,T.West, and M. L. Skinner,Addressing the Needs of Latino Children:A NationalSurvey of State Administrators of Early ChildhoodPrograms, Executive Summary. Chapel Hill, NC:TheUniversity of North Carolina, FPG ChildDevelopment Institute, 2004.

24. Clifford, Dick and Kelly Maxwell, “The Need forHighly-Qualified Prekindergarten Teachers.” Paperprepared for the Preparing Highly-QualifiedPrekindergarten Teachers Symposium, April 15 and16, 2002.

25. Ibid.

26. Raising Teacher Education and Training Standards forUniversal Preschool in California:Assessing the Sizeof the Task, op. cit.

27. Ibid.

28. See Early and Winton, 2001 within “The Need forHighly-Qualified Prekindergarten Teachers,” op. cit.

29. Ibid.

30. For example, see Bunson Day, Carol,“Recommendations to Assure a Well-Prepared EarlyChildhood Education Workforce in New Jersey,” inUniversal Prekindergarten in New Jersey:TeacherPreparation and Professional Development in NewJersey’s Abbott Districts. Washington, DC: NationalBlack Child Development Institute, 2004.

31. Raising Teacher Education and Training Standards forUniversal Preschool in California:Assessing the Sizeof the Task, op. cit.

32. Whitebook, Marcy, Dan Bellm, Erika Cruz,Michelle Munn, Joon Yong Jo, Mirella Almaraz, andYyuna Lee, Training the Next Generation of Teachers:A Preliminary Survey of California’s HigherEducation Programs in Early Childhood Educationand Child Development, Berkeley, CA: Center forthe Study of Child Care Employment, Institute ofIndustrial Relations, 2004.

33. United States General Accounting Office, HeadStart Increased Percentage of Teachers NationwideHave Required Degrees, but Better Information onClassroom Teachers’ Qualifications Needed, Report toCongressional Requesters,Washington, DC, 2003.

34. Ibid.

35. Coffman, J., and E. M. Lopez, Raising PreschoolTeacher Qualifications, Montclair, NJ: SchumanFund of New Jersey, 2003.

36. Green, Melinda, “The Impact of Abbott v. Burke onEarly Childhood Professional Development in NewJersey,” in Universal Prekindergarten in New Jersey:Teacher Preparation and Professional Development inNew Jersey’s Abbott Districts. Washington, DC:National Black Child Development Institute, 2004.

37. “What is the Current State of Early ChildhoodTeacher Preparation and Professional Developmentin New Jersey’s Abbott Districts?” op. cit.

38. The Impact of Abbott v. Burke on Early ChildhoodProfessional Development in New Jersey," op. cit.

39. Unpublished grant evaluation report, “Un Puente alFuturo: Education Head Start Teachers and Staff ofLatino Children,” conducted by Technical Assistancefor Community Services, Portland, Oregon: August2003.

40. The Impact of Abbott v. Burke on Early ChildhoodProfessional Development in New Jersey," op. cit.

41. “What is the Current State of Early ChildhoodTeacher Preparation and Professional Developmentin New Jersey’s Abbott Districts?” op. cit.

42. “Recommendations to Assure a Well-Prepared EarlyChildhood Education Workforce in New Jersey,”op. cit.

43. Ibid.

44. “California Report Card 2004,” Oakland, CA:Children Now, 2004.

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NCLR ISSUE BRIEFSHISPANIC FAMILIES AND THE EARNEDINCOME TAX CREDIT (EITC) ISSUE BRIEFBrings attention to the importance of the EITC toHispanic and other low-wage workers and outlinesseveral important steps toward improving the creditfor families. ISSUE BRIEF NO. 1

FINANCIAL SERVICES AND HISPANIC AMERICANSRaises awareness of the financial service needs of thebroader Latino community. The brief presents datathat show lower participation by Latinos in criticalasset-building areas like home-ownership andbrokerage services. The brief highlights the barriers tofinancial services that many Hispanics face, includinglower household income and discrimination on thepart of the financial services industry. ISSUE BRIEF

NO. 2

WELFARE REFORM, TANF CASELOADCHANGES, AND LATINOS: A PRELIMINARYASSESSMENTHighlights changes in Temporary Assistance forNeedy Families (TANF) caseloads nationwidebetween 1996 and 1999 and offers a preliminaryassessment of welfare reform’s impact on Latinofamilies and children. The paper also outlines areasfor additional research and provides policyrecommendations for policy makers to considerduring welfare reauthorization in 2002. ISSUE BRIEF NO. 3

THE LATINO VOTE IN THE 90’SExamines Latino voting trends in the 1990’s. In 1996,Hispanics were the only group of American voterswhose turnout at the polls increased. In 1998,Hispanic voters provided the margin of victory inraces across the country, especially in California andNew York. With every election, this Hispanicmobilization is likely to increase; in coming years it isexpected that the Hispanic vote will have a significantimpact at all levels, including the Presidentialelection. ISSUE BRIEF NO. 4

FINANCIAL INSECURITY AMID GROWINGWEALTH: WHY HEALTHIER SAVINGS ISESSENTIAL TO LATINO PROSPERITYExamines the low savings rate of Latinos, what thathas meant in terms of their wealth, and how it hasnegatively affected their overall financial security. Thebrief also discusses the barriers Hispanics face insaving and lays out promising strategies andrecommendations for policy-makers and financialinstitutions to help increase Latino savings. ISSUE BRIEF NO. 5

SAFE ROADS, SAFE COMMUNITIES:IMMIGRANTS AND STATE DRIVER'S LICENSEREQUIREMENTSThis brief explores the issues involved in currentproposals to restrict immigrant access to driver's licenses,arguments in favor of increased accessibility, and stepsthat can be taken to ensure that driver's licenses remainauthentic and prevent unauthorized drivers from makingU.S. roads less safe. ISSUE BRIEF NO. 6

INCREASING HISPANIC HOMEOWNERSHIP:STRATEGIES FOR PROGRAMS AND PUBLIC POLICYReviews the most recent data on homeownership andanalyzes the factors associated with the lowhomeownership rate of Latinos. The brief alsoproposes specific recommendations and lays out astrategy for the private sector, community-basedprograms, and public policy to increase the numberof Hispanic homeowners by two million over the nexttwo decades. ISSUE BRIEF NO. 7

THE NO CHILD LEFT BEHIND ACT:IMPLICATIONS FOR LOCAL EDUCATORS ANDADVOCATES FOR LATINO STUDENTS,FAMILIES, AND COMMUNITIESThis issue brief examines how the No Child LeftBehind Act may impact Latino students, families, andcommunities. It paints a broad picture of what stateand local educators must consider as they attempt toimplement this legislation. Specifically, this paperprovides a short, recent history of the standardsmovement in Congress, discusses challenges inimplementing these reforms as they relate toHispanic students, and provides recommendationsfor state and local policymakers. ISSUE BRIEF NO. 8

IMMIGRATION ENFORCEMENT BY LOCALPOLICE: THE IMPACT ON THE CIVIL RIGHTSOF LATINOSEnforcement of immigration laws has always been the responsibility of the federal government. However,following the September 11, 2001 terrorist attacks, theDepartment of Justice initiated new counterterrorismpolicies, one of which has been to enlist state andlocal law enforcement officers in antiterrorist activities.While the safety and security of the United States is apriority, this document points out how new policiesthat would allow local police departments to enforcefederal immigration law may actually hinder terroristand other criminal investigations and is likely to have a serious negative impact on Latino communities. The report also documents how involving local policeofficers in federal immigration enforcement contradictsdecades of federal case law and policy, and howdelegation of immigration authority is likely to resultin racial profiling, police misconduct, and civil rightsviolations. The publication also points out that suchefforts erode trust between local police and thecommunities they serve and protect. ISSUE BRIEF NO. 9

COUNTERTERRORISM AND THE LATINOCOMMUNITY SINCE SEPTEMBER 11 Immigration and national security have becomeintermingled in the U.S. in unprecedented ways sincethe terrorist attacks of September 11, 2001. This Issue Brief documents the impact of counterterrorismmeasures and policies implemented since September11 on the Latino population. First, it provides background on the post-September 11 environment.Second, it examines the new anti-terrorist policiesthat have had harmful consequences for U.S. Latinos.Third, it looks at other new immigration enforcementactivities that have had a negative impact on theLatino community. Forth, it focuses on the need toreturn to the affirmative immigration reform agenda. Finally, it offers conclusions and recommendationsabout the future of U.S. immigration policy. ISSUE BRIEF NO. 10

PENSION COVERAGE: A MISSING STEPIN THE WEALTH-BUILDING LADDERFOR LATINOSEmployer-provided pension plans and retirementsavings products have emerged as a particularlyimportant means of building financial wealth andsecurity for American workers and families. Yet,Hispanic workers remain the least likely of all Americansto have access to – or participate in – employer-provided pension plans. This issue brief presents dataand summarizes research on pension coverage andparticipation issues for Latino workers, reviews nationaltrends in coverage and the current public policy debate,and highlights promising strategies or measures thatcould narrow the pension coverage and wealth gapsbetween Latino and other American workersconsiderably over the next decade.ISSUE BRIEF NO. 11

TANF IMPLEMENTATION INPUERTO RICO: A SUMMARY OFDATA ON LEAVERSThis update summarizes the most recent dataregarding TANF implementation in Puerto Rico,reviews data on the economic status of former TANF recipients, and examines new demographicdata on former TANF participants. It also provides a description of the current status of TANF anda short analysis of the data, and identifies areasrelevant for Puerto Rico for researchersandpolicymakers to consider within the context of the reauthorization of TANF. ISSUE BRIEF NO. 12

IMMIGRATION REFORM: COMPREHENSIVESOLUTIONS FOR COMPLEX PROBLEMSIn 2004 the national debate on immigration reform wasreignited as President Bush and several members ofCongress of both political parties introducedimmigration reform proposals. While the specificcontent from the proposals varies, nearly everyone fromall sides of the immigration debate agrees that thecurrent system is not functioning well, is not in the bestinterests of the U.S., and needs to be reformed. Whilethe current immigration system appears generous andreasonable on paper, it is not in tune with currenteconomic or social realities. Many immigrants who haveno legal channels to arrive and work in the U.S. areforced to risk their lives and enter without properauthorization, putting both migrants and U.S. workers atrisk. This Issue Brief outlines the current immigrationsystem, explains why the current system is inadequateand needs to be overhauled, and lays out NCLR'sprinciples for comprehensive immigration reform.ISSUE BRIEF NO. 13

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Achieving a High-Quality Preschool Teacher Corps: A Focus on California

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