A new research study led by ̽̽ Assistant Professor Kaitlin Northey, PhD, will take a deeper look at early childhood education preparation pathways across Vermont. The study will focus on perspectives and insights from students enrolled across a broad range of programs.
Funded by a $48,000 grant from Let's Grow Kids (LGK), Northey's research will address gaps in policy makers’ understanding of the state’s early childhood education preparation pipeline. The study is timely given Vermont’s current legislative efforts.
“The data will be critical in helping us make well-informed decisions with respect to prioritization of policy recommendations and program objectives,” explains LGK Chief Programs Officer Sherry Carlson. “This is about getting the system ready for the investments we intend to make as a state.”
Northey is excited about the scope and diversity of student perspectives the study will gather across the preparation pipeline. “Participants in the study include those enrolled in non-credit, entry-level options, those who are working in childcare and participating in apprenticeship programs, and those who are studying early childhood education at our state's career and tech centers, community colleges, and four-year institutions offering bachelor’s and master’s level programs,” she says.
The partnership between LGK and ̽̽’s Department of Education is rooted in their common vision for improving equitable and affordable access to high quality early childhood education. Recruiting and retaining a highly qualified, diverse, and well-compensated workforce is crucial to meet that vision.
As Vermont seeks to improve the qualifications of its early childhood workforce, researchers, advocates, and policymakers need a clear understanding of student experiences in existing professional preparation programs so barriers and challenges can be addressed.
Northey's study also seeks to identify challenges that are unique to BIPOC (Black, Indigenous, and people of color) early childhood education students in Vermont. These findings can inform appropriate adjustments and new strategies to improve preparation opportunities and build a more equitable pipeline into the field.
Carlson says a strong working relationship with Northey blossomed through their collaboration with Vermont’s Early Childhood Higher Education Consortium.
“Kaitlin is incredibly talented. Vermont won the lottery when she chose to come to ̽̽ and help us move early childhood education forward,” says Carlson, who believes there is positive momentum in expanded investment at the state and federal levels. Along with significant improvements in direct compensation for early childhood educators, the goal is to ensure that no family pays more than 10% of their household income on early childhood costs, she says. Currently, many families are paying more than 30%.
̽̽ education student Ella McCarthy ’22 is assisting Northey’s research study by identifying relevant research to inform data analysis, focus group questions, and publication of findings. “Ella really wanted to learn more about the research process and how it is used to inform policy. I’m pleased to serve as a mentor for her.”
McCarthy is excited to work with Northey on the research project and its focus on teacher preparation. "As a pre-service teacher myself, I want to understand what creates really solid groundwork for students before they enter the field. With education becoming more research-based, it’s important that future educators are equipped with the skills and tools necessary to be change makers." After graduation, McCarthy plans to teach second or third grade and pursue graduate school studying educational leadership and policy. Long term, she hopes to become a school principal and eventually a superintendent.
Both Northey and Carlson believe that Vermont can serve as a model for the rest of country in developing policies and programs that ensure equitable and affordable access to high quality childcare and early childhood education.
A final report summarizing the data and findings will be prepared at the end of the project. Northey expects to share the report with advocates and policy makers in Vermont by the end of November. Given that this is a topic of national interest, findings will also be published in peer reviewed research journals and presented at national conferences (e.g., National Association for the Education of Young Children, National Association for Childhood Teacher Educators, American Education Research Association).
