This report examines how early care and education caregivers with licensed providers in Shelby County, Tennessee, gain through ongoing professional development the relevant knowledge for working with infants, toddlers, and preschool-age children.
Teacher surveys from three different pay-for-performance programs showed that most teachers did not report their program as motivating. None of the programs changed instruction, increased hours worked or job stress, or damaged collegiality.
This article reports on a formative evaluation of efforts to build community-based prevention capacity in two states (Tennessee and Missouri) using an Internet-based system known as interactive Getting To Outcomes® (iGTO).
The scores of Tennessee students on standard achievement tests are below the national average. To help improve performance, the state should lower class sizes in the elementary grades, raise the proportion of children in public pre-kindergarten programs, and more.