Early Childhood Education Degree Programs in Massachusetts

This report and the Institutions of Higher Education Mapping Project was commissioned and funded by Educationwas the Institutions MappingfundedtheThis of and HigherProject commissioned report MA Department of Early Education and Care and the MA Head Collaborationand StateStart MA Carethe Department of OfficeEarly Education Early Childhood Education Degree Programs inMassachusettsDegree Education Childhood Early Erin LaChance, and Erin Oldham Susy Hawes Nan Simpson Oldham Innovative Research Oldham Innovative June2010 Institutions Institutions Higherof Education Mapping – Project 2010 June

http://www.eec.state.ma.us/docs1/board_materials/20100406_sac.pdf 2 whichin general includes center based public care, preschool, Head Start, family childcare and out-of-school time. family childcare schoolageand childcare. Thus, the thisfor verbiage mostlyinreportis terms ofearly childhood education requirements/experienceinmind. collegestwo-year havestructured their associate’sdegree programs group with childcarethe course onemphasis out-of-school or time family childcare most within childhood early degree programs. instance, For of the most 1 degrees.education ofnumber scholarship help programsto education early and out-of-school professionals time seek higher timeschool educators. queriedIHEs were about the of use core competencies in thiswork. EEC alsoprovides a beingcurrently piloted in Massachusetts.EEC has coredeveloped competenciesforearly and education out-of- Massachusetts. This effort with alsoaligns the care child Quality Rating and System thatImprovement (QRIS) is understand and document infrastructure the early of and education care degrees in the Commonwealth of Septemberbetween 2010and August2013 ofReport the MassachusettsAdvisory State Council recommendations outlined for funding duringthe period effortThe current inspired is andby with aligns the of goals number a of initiatives.ongoing The 2010 Strategic for children.”Specifically, that visionis supported by key three indicators to relating this project: anddiversity provides resources, supports, expectations &core competencies that lead the to we outcomes want yearthree strategic directions delineated are “creating including: a workforce system that maintains worker “Department Early of andEducation Care Plan: Strategic Putting Children and First.” Families In thisdocument, The visionforthe also project to relates threethe year strategic direction in theoutlined February 2009 mission. attainment meaningful, qualityof education higher of early the childhood workforce is criticala of part EEC’s commitmentEEC’s ensure to that all children have access quality to Increasingprograms. and theensuring workforce in selectinga institutedegree and of education higher to (IHE) theireducationfurther childhoodearly education relatedand degrees to processease the forthe education early and out-of-school time Commonwealth Massachusetts. of vision EEC’s mission forand thisproject tois gather detailed information on contracted Oldham with Innovative Research inmap 2010to the institutes higher of within education the The Department Early of andEducation Care (EEC)in partnership the with Head Start Collaboration State Office Project of Mission/Vision

For For more informationrelatedto State Advisorythe Council Report see approached this OIR project the from standpoint programs of the availableinMassachusetts. There is an overt not    a well-defineda career that ladder adequately and compensates fairly educators as professionals. toaccess education affordable and professional resourcesdevelopment that support competencies, core field,the definedclearly and education professional development standards that understood are and embraced by Recommendation #4 2010Strategic from Report the of Massachusetts State Council Advisory learners are who early educators. education institutions in theCommonwealth of Massachusetts to create access adult for infrastructure with the Department of Higher Education public/private and higher Complete developmentof an early education and care workforce preparation data Early Higher Education– Workforce Preparation(2010-2011) Partnership

A A two-year Northfew colleges Community(e.g., Shore College) have separatefortracks 2 . . Recommendation #4 (below) speaks directly the to need betterto Institutions Institutions Higherof Education Mapping – Project 2010 June

1 . This. to relates

        Support for StudentsSupport Non-Traditional Competencies. state colleges and (71%) none theof state universitiescurrently align their courses EEC’swith Core Competencies.Core out Eight of (57%) 14 two-year colleges, theall of private five colleges, out seven of with EEC Alignment CompetenciesCore field allow in placements kindergarten classrooms. placement in kindergarten classrooms. Six sevenstate collegesof and eight of out 14 two-year colleges PlacementsField offered an elementaryeducation degree). Degrees. Related certificate. program is in “infants/toddler care”. The least common is a care“child director/administration” ProgramsCertificate childhood education. with ain ECE concentration Degrees Location of Programs associate’s degree programs, bachelor’s 9 degree programs, and master’s 11 degree programs. Degree ECE Programs o o o o o students. collegescommunity which are spreadpurposely through Commonwealth the and accessible to Associate’s degrees available are throughout the Commonwealth as they locatedwithin are the meet the needsmeet of the non-traditional students such as the degreebachelor’s at the University meetto their needs. have Massachusetts does numbera programs of designed specifically to colleges provideTwo-year the non-traditional student with mostthe alternative course schedules classes. and classesweekend are offered in 63% of Onlyprograms. programs 30% of offer intensive track offered classes, programs.in 89% of Summer classes are offered in 67% of programs and online all programs,Across the most common course offering for non-traditional students is evening Nantucket counties). There master’s no are programsin Franklin, Bristol,Barnstable outlyingor counties (Dukes and Master’s degree programsare throughoutspread the Commonwealth covering eight counties. counties outlying and(Dukes Nantucket counties). There bachelor’s no are programsin Franklin, Hampden, Essex, Bristol,Barnstable,Norfolk, and Fitchburg County), (north-central Worchester County) and North Adams (in Berkshire County). locations for bachelor programsare Amherst County),(Hampshire Bridgewater (Plymouth Commonwealth. Four theof bachelor degrees available are in Bostonthe area. The other degreeBachelor’s programs not are widelyas available although they are throughoutspread the . All of. the colleges andprivate state universities students allow to theirfield do Elementary Education most is the common “related” degree offered(85% IHEs of . . theFourteen of 28 IHEsoffer certificate programs. Thecommon certificate most . . . Withinthe. 28 Institutesof Education Higher included in the study, are there 14 . . of Fifteen the IHEs offer28 degrees with concentration a in early . . . IHEs were. asked whether they aligned theircourses with EEC Key Key Findings Institutions Institutions Higherof Education Mapping – Project 2010 June

   but programsbut that reported it was not smoothly working this at time. MassCompact Transfer ECE continuing educations (CEUs).units IHEs the offered credit learningfor prior experience. However, 10% only of IHEsoffered credit for and CEUs forCDA, Credit experience Learners Language Supports for English o o o o o of state colleges.of Developmental courses ELL support to learners availableare in 79% of two-yearcolleges and 57% two-year colleges and private colleges. isMentoring available for studentsELL inof eighteen IHEs. 27 This more is likely be to available in threeOnly 27 of IHEs (11%) in aoffer courses language than (Seeother English Appendix 5). online. Walls Without (UWW) at University ofthe Massachusetts at Amherst which is taught entirely few programstracked number the of ELL students in their programs. Program staff often didnot informationknow about the demographicsof their students. Very About half IHEs offered of supportguidance languages. in other . The. Mass Transfer Compact andis understoodknown by programs most . Half. of the IHEs offeredcredit forCDAs and almost two-thirds of . . Institutions Institutions Higherof Education Mapping – Project 2010 June

3 Recommendations: of ProgramsDegree Availability Recommendations: development,professional information accessibleneeds be to and to logical potential students. bestTo informearly childhood out-of-schooland time educatorsof theirhigher optionseducational for Information to Students Accessible

This theThis is isproduct inOIR providing EECJuneto 2010. We are suggesting annuallyupdating eachthese year. 2) 1) that better are explained than depicted in an profile.inventory or The in individuals these positions would havemore detailed inknowledge the components various IHEs of non-biasedbe and potentialhelp students chart a course studyof in an IHEthat best suitstheirneeds. neededguidance when potential students havequestions regarding IHEentry. Theseindividuals should Specialist/Career known Counselors and trusted the by early communitychildhood could the provide wouldinformation be explainedbetter a by professional Designatedadvisor. Educational students ofthefor knowledge with IHEs extensive shouldbe Educationalavailable Specialist/Consultant An Evidence everyupdated other by year checking websites and confirming withinformation IHEstaff. and types ofthe for support students whose first language is English.not information Inventory be should degrees offered, certificate degreesoptions, offered,related off-hour non-traditionaland course offerings is reliableandcollected is valid essential. that to ensure therepresentatives data Education DepartmentofEarly and and Care IHE between students potential degreesshouldbe available to and certificates (orof that Education inventory profile) ofHigher (IHE) offer An Childhood Early Institutions d. c. b. a. course work work transfercourse and information/articulation agreements. configurations, placement field requirements and opportunities, relating competenciestocore received forcourse taughtat other IHEs and languages,in other accreditation, faculty anby would advisor include: received credits CDA,for a past experience and creditsCEUs, andaccessible explicable without explanation.further Information that would best be explained theSome of information was collected accompanied severalby caveats that made the data less transferaid), information, articulationand agreements. demographics (i.e., breakdown of student ethnicity, languages spoken,percent receiving financial based statistics. The data that was most collect to includedchallenging aroundinformation estimatednumberson from person’sone perspective, making the data not reliable as data certainThere datawere sets that were collect harderto discern.and Some of the data was based offerings course for non-traditional students, and forEnglishsupports Learners. Language ECEspecific degrees offered, related degrees offered, certificate programsoffered, accreditation, Data that was and easily consistently all from thecollected IHE’s in thismapping study included: changing. Staff stated that courses,degree programs, and supports for studentscontinually are evolving and Information the on IHE websites occasionally contradicted the gatheredinformation staff. from . . Beyond information cursory that a potential student can access EEC, through certain Recommendations Emanating from the Report Emanating Findings the from Recommendations The inventory should includeclearly information on: types of Institutions Institutions Higherof Education Mapping – Project 2010 June through through EEC and consistent contact contact and consistent 3

Recommendations: and necessary.mentoring) are (e.g., supports financial, forlanguage, credit learning, prior non-traditional course offerings, coaching advising, order potential for In early childhood out-of-schooland time professionals pursue to degree, higher a many forSupports Students 7) 6) 5) 4) 3) Evidence degree or willcredential. This alsohelp in determining strengths and gaps in programming. forIHE advisorsclearly courses shouldbe standards, andmapped competencies, out IHE core alignment ofaccreditation An Evidence students chart theircourse study of in an institution that bestwould meet their needs. EEC (seethrough recommendation under #2 “Accessible Information Students”) to prospective help to local entities consultation through and services professional educational Provide objective Evidence care interested avenueforhigher inschool-age forthose most education further Explore the appropriate Evidence certificates be should encouraged. determineto its appropriateness within ladder the career and/or the if development such of types of further foracertificate and shouldbe need schoolThe age childcareexplored director/administration Evidence Commonwealth the Education shouldbe throughout Childhood increased degreeforEarly programs Bachelor a. b. a. a. a. . Clear Clear . recommendations optionsand be should articulated to this population professionals.of respectively. Associate’s degrees and master’s degrees in ECE outnumber bachelor’s 18% degreesand by 7% credit. theof IHE’s are but individually-based wouldand require one-on-one advising foracceptance of andlicensure credit Development forChild Associate credential (CDA) allare considered by many learning Prior experiences, credit for Continuing Education CEUs),Units vs. licensure non- and experiences.prior for credit. The number creditsof was based a on dependingrange variables on like courses taken wereIHE’s able clearly to articulate whether or not they did include learning prior experienceand available intwo-year four colleges. out-of-school-time settings other than certificate programs that school-age are specific, which are is notIt easy determine to what field study of would most be appropriate forthose in working certificate program in administration and that four provide certificatea specific school-age.to orschool-age child care director/administration. In fact, there only are IHE’stwo that a provide programsCertificate more are for plentiful andinfant/toddler preschool specialties than for . in order to articulate best students to what is needed obtain to an appropriate Institutions Institutions Higherof Education Mapping – Project 2010 June contracted

Recommendations: degreebachelor’s program inchildhood early education forstudents who not are seeking licensure.teacher licensureteacher degree bachelor’s program. One of goal the Committeeis also to transferaddress intoa Transfer Coordinating review Committeeto and updatethe current compact which addresses only transfer intoa Commonwealth. The Department Higher of Education has (DHE) established the Childhood Early Education transfer credit, guaranteedof admission, and a tuitionwaiver numerous to academic programs theacross for students transitioning a from two-year institution four-year into a Theinstitution. compact offers a full compact buildsthe on Commonwealth Transfer Compact andJoint the AgreementAdmissions ease to the process learning prior experience,and the Early statewide EducationChildhood Compact was increated 2004. This settings anthat employ educated workforce results in better outcomes foryoung children.an In effort honor to programming, degrees higher of professional development necessary.are indicates Research that childhoodearly better To support earlythe and education care and out-of-school time higherworkforce provide to quality Agreements Compact and Articulation Transfer ECE 12) 11) 10) 9) 8) Evidence ECE Transfer Compact to further as IHE’s as well students. Specialist/ConsultantsEducation could workwith DHEdisseminate to andinformation help explain the parties shouldbe interested ECE created as sheets on a how works the compact reminder Fact Transfer to ECE Transferthe andCompact how it can be benefit a themto they as continue their education. to sessionsshouldbe perspective students provided Information usageeffectiveness and theof compact be should reviewedannually. should continue with DHEEEC and to IHEscollaborate Evidence located would beneficial.be supports.the A map where of ELL students are locatedaround state the where IHEand programs are programs are located in particular ofparts state the may notand accessible be all to students that need students. with onand information best the practices forproviding providing need supportsforELL IHEs Explore Evidence programs should and forbachelor master’s onlineincreased ofintensive classes be and Availability tracks b. a. a. a. c. , a, contact should person included for be questions further regarding the ECE Transfer Compact. Over aOver community third of colleges provide (36%) intensive track courses. one Only institution per andcolleges, 67% of state provide universities same.the community86% of colleges onlineclasses provide whereas private 33% of colleges, state29% of align universities withtheir courses the competencies. core allcolleges, of the colleges,private five of out seven state colleges, noneand of the state alignmentCourse with the competencies core IHE’s at is not Almostconsistent. half two-year of would bewould profiling worth as they offer or four moredifferent supports types of ELL to students. Programs at Urbanof College Boston, Bunker Hill Community College and College Salem State thethird of state universities thedo same. of 100% colleges, community colleges,private and state colleges offer courses.evening a Only privatestate college, college, state and offeruniversity the same courses. type of as these are options moreavailable those for obtaining an associate’s degree. There There a are ofnumber programsthat excel ELLin supporting students, however, these Institutions Institutions Higherof Education Mapping – Project 2010 June around the ECE Transfer Compact. Data on the so that they cantoo better understand

Methodological Recommendations Methodological 14) 13) Evidence would be useful representatives is focus questions, on particular desired groups ofmultipleIHE Ifinformation moredetailed Evidence 1 frominformation IHEs, it be should during done the year.school Trying collect to information after May updatedIHEs. timeto collect from most information Determine the appropriate st is not recommended. d. c. b. a. a. a. not align align not andwell and what does does transfer not is not always clear. state One indicated university ECEthat Transferthe Compact is not useful as very the do courses therecolleges) seems be to lapse a inon knowledge thehow ECE Transfer Compact works. a With preponderance adjunct facultyof in ECE programs (especially community by privateand four-year institutionsare honoring not compact. the oneAll but of two-yearthe colleges understood ECE Transferthe Compact, but thatmany feel thereceived from other six. ECE transfer career and track. One reported havingonly a track career and information was not halfreceived from of the two-year institutions. of Seven the two-yearinstitutions have both an is notIt how the clear well existing ECE Transfer Compact utilized. isInformation being was only asked questions. Focus groups would allow EEC to ask in-depth questions and get in-depth get and questions in-depth ask to EEC allow answers. would groups Focus questions. asked to willing were respondents of the answer simply number to wanted respondents most and discussions extended limited for phone the on speak A time. limited had to spoke OIR staff IHE The emailed that couldquestions be faxed emailed or back. questions. OIR used multiple methods encourage to participation including phone calls, emails, after multiplecontacts. A number the of IHE contacts only timehad give to answers cursory to contract. is This an extremely busy of time year Manyfor IHEs. people 2-3 took weeks to respond OIR gathered information the on IHE duringMay and June early due theto of timeline the . Institutions Institutions Higherof Education Mapping – Project 2010 June When When gathering

relate to to relate whereareas there is currently limited about knowledge ECE degree programs. The areas inquiry include:of Based questions on included in the RFP forthisproject, listquestionsa of was developed IHE.for each Thesequestions ofAreas Inquiry project This will produce keyfour deliverables,of which thisreport is one. The deliverables include: Deliverables     4. 3. 2. 1. Transfer Information and Articulation Agreements DemographicsStudent Supports for Non-Traditional Students Program Characteristics listing ofA all ECE courses IHE each within degree program profile ofA IHE each databaseA with on information all IHEs fullreport A andoutlining trends evidence based recommendations o o o o o o o o o o o o o o o o o o o o o o o ECE Compact ECE Compact Agreements)(Articulation vs.Licensure Non-Licensure andCareer Transfer (Licensure) Track Accept CEUsother from entities experience for Credit CDA for Credit Percent receiving financial aid spokenLanguage Ethnicity Gender Age range in programStudents Guidance offered supports otherin language than English opportunitiesMentoring forELL/ESOL students ofNumber years completepart-timeto degree Off-hour and non-traditional course offerings CompetenciesCore placementField information Full, andpart adjunct faculty Accreditation Related degrees programsCertificate Type of degree Methodology Institutions Institutions Higherof Education Mapping – Project 2010 June

of Roxburyof Community College colleges listed above with exception the Information wasfrom provided all the Urban ofCollege Boston Springfield Technical Community College Roxbury Community College Quinsiqamond Community College Northern Essex Community College North Shore Community College WachusettMt. Community College CommunityMiddlesex College BayMass Community College Holyoke Community College CommunityGreenfield College Cape Cod Community College HillBunker Community College CommunityBristol College Berkshire Community College 6 5 institutions. 4 Thewebsite. fact sheet for was emailed noting review, that be it would posted the on EEC website. stillwho didnot respond,one a page school sheet profile fact was created based information on the from school wererespond called again and/or sent secondemaila a with from letter EEC detailing the the project. those For fill outcould and back,email well as anas talk to option through questions the on phone. the did Those who not receivedand then follow a email up after message a left. was The includedemail a oflist questions that they collect information Childhood theiron Early Education programs. was person Each initially contacted phoneby chairs,department enrollmentprofessors, counselors, or administrative assistants at the from schools Tableto 1 mid-April,In 2010Oldham Innovative Research (OIR)made first contact with Childhood Early Education InformationGathering from Institutes of Education Higher education. educationearly (See Table OIR1). contacted staff all IHEsand determined that all but have two degrees in early listA of IHEs was bygenerated at staff EEC.These programs are that knownare to or suspected havedegrees in Programs Contacted

Any Any informationpresentedonRoxbury Community Collegefrom is their website. Information Cambridge for College was collected the from main campusand regional two campuses. CollegeUrban ofBoston a two-yearis private college. restoftheThe “two-year arecolleges” statenamed two-year Table identified of ofInstitute byEEC Table 1: List Education Higher programs Two-Year Colleges 4 6 listed. all of the CollegesState Received information from Worchester State College Westfield State College Salem State College MA ofCollege Liberal Arts Framingham College State Fitchburg CollegeState Bridgewater State College Status ofDataCollectionStatus State CollegesState Institutions Institutions Higherof Education Mapping – Project 2010 June Wheelock College Lesley College Cambridge College Colleges listed. of the Private information all from Received Private CollegesPrivate 5 U Lowell Mass U Dartmouth Mass U Boston Mass University Without Walls UMass Amherst: main campus UMass Amherst: degree. currently offer an ECE Lowell who not do Dartmouth UMass and the exception UMass of from withUniversities Received information Universities

estimates. students speak language a than other English). Thus, presentedall numbers in this report be should as viewed indicate trends about category a IHEs. of Additionally,many IHEs estimated their answers (e.g. about our 30% of cautiously. viewed They can be toused reflectthe on IHEsfrom informationwhom was gathered, but to not state are universities these numberspresented, are basedonly on example, thisdata programs, sometimes just fora Because IHE. single data was only three for examined private for colleges, The data is presented in ranges, averages, and medians, percentages. these Sometimes presented are forall 28 Cautions in considering data the presented in thisreport separately, resulting in three total. universities verytwo distinct programs (the campus main and University Walls),Without programs both reported are on Lowell and report Dartmouth, that have they not do ChildhoodEarly programs. Education Because Amherst has eitherinformation through oremail the on phone. Two of the universities,four University Massachusetts of All universities, state and colleges, private and colleges, thirteen out theof 14 two-year colleges submitted (93%) does not represent represent all private colleges. Additionally, when percentages privateof colleges and Institutions Institutions Higherof Education Mapping – Project 2010 June three schools. Thus, percentages be should

written oral information,written or howeverOIR was limited getableto information of website.off their 8 7 common certificatemost offered inis infants/toddlersone (in eight programs). The least common certificate is a ofcolleges (79% the offered certificate programsare in two-yearcolleges). Within two-yearthe the colleges, Fourteen of 28the IHEsoffer certificate programs. The majority of certificatethe programs in are two-year ProgramsCertificate inChildhood Early Topics two-thirds offered bachelor’s degrees childhoodin early education. private state collegesand included in study offeredthe master’s degrees inchildhood early education about while Associates’ Degree programsare offered exclusively in two-yearcolleges, the of colleges surveyed. theAll of childhoodearly education. SeeAppendix fora1 breakdown of degree programs by IHE. programs, and eleven master’s Degree programs. Fifteen theof 28 IHEs offer a degrees with concentration in Within theIHEs 28 included in the therestudy, 14 are associate’s Degree programs, nine Degreebachelor’s ChildhoodEarly Degree Education Programs CharacteristicsProgram

For For colleges,two-year number the total ofIHEsincluded 13toranges from didRoxbury 14. Community College not provide andState colleges state universitiesare four-year programs. Total State Universities State Colleges Private Colleges Two-Year Colleges Type of Type IHE 7 number ofnumber Total IHE 28 15 3 7 3 8 Table within IHEs offered Table 1. Degrees concentration 3 3 (100%) 3 (100%) 4 (57%)4 (33%)5 in ECE Offer Research FindingsResearch 15 Institutions Institutions Higherof Education Mapping – Project 2010 June Offer an Offer in an AA 14 (93%)14 0 (0%) 0 (0%) 0 (0%) 0 ECE 14 Offer a Offer in a BA 2 2 (67%) 5 (71%) 2 (67%) 0 0 (0%) ECE 9 Master’s in Master’s 7 7 (100%) 3 (100%) 1 (33%)1 Offer a Offer 0 (0%) 0 ECE 11

9 theSome types of other of certificate programsoffered include: director/administrator. infants/toddlers, five in preschoolers, four in school-age children, and relatedtwo child to care carechild director/administration (incertificate two programs). all typesAcross of IHEs, offer certificatenine a in

Wheelock Wheelock College in isthe process ofsecuring for funding certificateprograms. Total State Universities State College Private College Two-Year College             Type ofIHEType Student selectedStudent area interest (Middlesex Community College) Youth Worker Community (North Shore College) EducationSpecial State (Worcester College) Family ShoreDevelopment Community(North College) Family Child Care College(Urban of Boston) Head Start Family (Urban Services College Boston)of Bilingual Childhood Early Education College (Urban of Boston) Introductory and Intermediate ChildhoodEarly (Berkshire Education Community College) ChildhoodEarly Development (Bunker Hill and Community Greenfield College) Daycare TeacherLead (Massachusetts College Liberalof Arts) Child Development Associate Community (Quinsigamond andCollege Urban College Boston) of (CambridgeBehavior Analysis College) 9 number ofnumber Total IHE 14 27 3 7 3 Table Programs inIHEs Offered Table 2. ofCertificate Type certificate programs 11 (79%) 2 2 (29%) 1 (33%) 0 0 (0%) Offer 14 Institutions Institutions Higherof Education Mapping – Project 2010 June Certificate Toddler 1 1 (14%) 8 (57%) Infant/ 0 0 (0%) 0 (0%) 9 Certificate Preschool 1 1 (14%) 5 (29%) 0 0 (0%) 0 (0%) 6 School-age Certificate 5 5 (29%) 0 0 (0%) 0 (0%) 0 (0%) 5 Certificate Director/ 2 (14%)2 Admin 0 (0%) 0 (0%) 0 (0%) 0 2

10 degreesOther that respondents felt were “related” included: twoonly guidance, in child in childtwo psychology, and in child one care administration. IHEs offeredof elementary an education degree). four Only programs offer degree a in child and development, ofTypes Related Degrees ECE degree. offered in each IHE and to (2) learn whether credits courses from related within degrees could count toward an twoEEC has interests in “related investigating degrees”: to where(1) andmap what kind relatedof degrees are ofyears provision age, of or direct andservices children to theirfamilies” studyincludes the of care education, giving,development, health or care, psychology children, birthof to eight related a degree thatspecify educators have must certaina amount of experience and/or degree a in early educationchildhood EEC defining regulations the qualifications work to needed licensedin a center-based care child group program Related Degrees

606 CMR 606 7.09(18)3. CMR   Special EducationSpecial (Cambridge and College Fitchburg College)State (CambridgeAutism/Behavior Analysis College) . . related A degree is definedas program “a an at accredited institutionof learning higher which . Elementary Education far is by the common degreemost offered of out (23 27 or 85% Institutions Institutions Higherof Education Mapping – Project 2010 June 10 . or

Total State Universities State College Private College Two-Year College Private College: College: Private noteschools that it tends be to general courses education that count for credit. relatedfrom degrees forthe ECE degree.Four programsnote that some only courses transfer.would Other Two-Year College Using Credits from Related Degrees ECEDegreesfor    Type ofIHEType bachelors level,up to 90 can credits be transferred into theEECprogram Yes, on masters level, up credits to 12 can be transferred into any education program. On consideringpossible when otheraccepting coursework five courses. accreditationOur requires that students complete these assessments; key this notbemay accreditation however, thatour in graduates must all experience five assessments key that housedare in varies It but– quite often weable are taketo of some it. We bounded now are our by NAEYC Child Studies (Salem College) State designIndividualized degrees in early childhood (UMasseducation University Amherst: Without Walls) EducationSpecial and andLanguage Literacy (Framingham State College) Two theTwo of three private(67%) collegesprocess havea counting for from credits related degrees. : Eight of out programs 12 that haverelated degrees say (67%) that students can use credits Number of Total IHE 27 14 Table 3.ofRelatedDegrees Type byIHEs Offered 3 7 3 Child Dev. 1 1 (33%) 3 (21%) Degree 0 0 (0%) 0 (0%) 4 . . Institutions Institutions Higherof Education Mapping – Project 2010 June Elem. Educ. Elem. 7 (100%)7 (100%)3 (86%)12 1 (33%)1 Degree 23 – – CommunityGreenfield College Guidance 2 2 (67%) Degree 0 0 (0%) 0 (0%) 0 (0%) Child 2 . -. Cambridge College 1 1 (14%) 1 (33%) Degree Psych. 0 0 (0%) 0 (0%) Child 2 Child Child Care Degree Admin 0 0 (0%) 0 (0%) 0 (0%) 1 (7%) 1

get get accreditation.formal Many workingprograms are accreditation. on Others have taken the time theircourses, align to have but yet to which is(NEASC), typical private for colleges. (NCATE),Education which is typicalfour-year of and colleges; New England Association of Schools and Colleges Young Children(NAEYC), which is typical fortwo-year institutions; CouncilNational forAccreditation of Teacher Programs are throughaccredited a variety organizations,of including National Association forthe of Education Accreditation program. ofUniversity Massachusetts at Boston threehas fulltime and faculty four 10 to adjunct instructors. full 11 facultytime theirmain on and campus eight fulltime faculty theirUniversitywithin Without Walls UniversityState six and half a fulltime faculty. Adjunctsin these programs range one from 15 to an with average six. of CollegeState faculty, one time part andfaculty 30 adjuncts in the graduate program. thereUniversity, eight are fulltime faculty six and adjuncts in the undergraduate programand two full time Wheelock, are there fulltimenine faculty, three part-time faculty and adjuncts.about 10 WithinLesley Springfield of site Cambridge College,there no are faculty, full time five part-time and faculty 10 adjuncts. At CollegePrivate anwith average 10of adjunct instructors. stafftime ranged one from with four to an of average two staff.full time Adjunct rangedstaff two from 30 to Two-Year College rules and ofregulations the anduniversity lesshelpful in terms advising of students. variety professionals, andof a weaknesses,in that adjunct less instructors are to familiarlikely be all the with instructors than fullor part instructors. time This is reportedreliance both as strength, a in exposing students to a adjunct instructors. example, For two-year colleges and colleges reportprivate being morereliant adjunct on interestingAn trend that emerged inof terms theof number faculty is that more IHEsare less or reliant on fullAmount of and time faculty other ECE degrees.Two of threethose who yes said that cautioned it dependonwould the taken. courses CollegeState State UniversityState    All private andAll private aboutcolleges a other third of IHEs types of accreditedare by About third of a private state colleges, colleges and state universities accredited were through statecolleges and accredited are universities through NAEYC. two-year50% of colleges accredited are through itdegree is when toequivalent courses our transfer into thatmajor; prior we review course work ECEand in count it towardand ECE All undergraduate students ECEhave in another Arts Sciences and major. Course may work : colleges State report having to four from full 14 faculty time in theirprograms anwith of average : Three of out state seven(43%) statedcolleges thatfrom credits related be degrees could used for : There is: also heavy a adjunct on dependence within faculty private colleges.For example, theat : universities State report having more full faculty.time University of Massachusetts Amherst has : University Massachusetts of Amherstat has process a counting for from credit related degrees. : In : In two-year colleges, are there few fulltime andstaff strong a reliance adjuncton faculty. Full . – – . Wheelock college Institutions Institutions Higherof Education Mapping – Project 2010 June NAEYC, while about third of a private state colleges, NEASC . NCATE .

how IHEs how approach thisquestion. responses Their illustrate these variations: ofout seven stage colleges it allow and eight out 14of two-yearcolleges allow Thereit. were many in variations theAll of private colleges and state students allow universities their do to placementfield in kindergarten. Six aslicensure lead a teacher. are, inwith accordance EEC regulations. However, there variation, is some especially in programsnot leading to whether IHEs were asked students allowed are do to placements field in kindergarten. replied Many that they A or 2. 100placement; of hours the inare prekindergarten or kindergarten programsand 200 of the hours in are grades 1 by(licensed the Department Elementary of Secondary Education,and mustESE) complete300 hours of a field placementsField are dictatedin part state by licensing regulations. For example, early an childhood teacher placementsField State University State College Private College Two-Year Colleges t leastt setting one must include with children disabilities. several several conditions. classroom.Kindergarten We will also negotiate using their current job as field placementif it meets familyincluding child homes.care They have may theoption of doing one of twofield placements a in mayStudents do field placements all in you have listed classroom,(infant/toddler preschool, kindergarten) Framingham- College State thenand tenweeks hours) (200 a in first or second grade classroom (matching ESE requirements) licensing practicum in and (student teaching) complete students the first weeks six (100 in hours) Kindergarten a students’ Field Study II a class, first or secondgrade public school classroom for theirField Study IIIclass, Childhood of consist K,a or 1 2 classroom for class,Field Study I theChild Development Lab preschool for majors Field in Study andII graduate for students special in education. Pre-practicum placements Early in ChildThe Development (CDL) servesLab as a preschool ages for and 2.9-6 pre-practicum also a site ECE for 1st/2nd grade (it is a requirement) state InYes. thegraduate program, thestudent must do 100 hours PreK in or K setting 200 and hours in Yes, we accreditedare through NCATE as with NAEYC thereview board. - WeCouncil). are with NAEYCaligned standards. - areWe accredited through NEASC. University The is going through (TeacherTEAC Education Accreditation costsongoing to accreditation maintain fee be but able we would to be accredited. - andprogram setting up student learning outcomes assessment. We will not formally getaccredited to due Not formally, but attended we have workshops NAEYCby have and guidelinesfollowed in developing Type of Type IHE

– – CommunityGreenfield College Table 4. Type of Accreditation byIHEsTable 4.ofAccreditation Type Achieved NAEYC 33% 29% 33% 47% – University Lesley Institutions Institutions Higherof Education Mapping – Project 2010 June Private college Type ofAccreditationType NCATE 33% 43% 33% 0% State college Two-year collegeTwo-year NEASC 100% 33% 29% 40%

11 Competencies.Core Two-Year College with coursework core competencies. allcolleges, of the colleges,private five of out seven state colleges and none theof state universitiesalign whether IHEs were asked their they aligned withcourses EEC’s Competencies. Core ofAbout half two-year CompetenciesCore

Only two bachelor’sthe levelrequire programs fielda placement. Total UniversitiesState CollegeState Private College Two-Year Colleges College Seminar has to complete a which portfolio topics align with thecompetencies Yes, competencies are all addressedin the coursework. student Each thesecond in Teaching Student option. appropriate curriculum place. in If employed as in an aid morekindergarten likely to placement be a placements(Field kindergarten) in do notusually occur, but perhaps kindergarten if has a developmentally elementary ed students do theWestfield (child care) program. people preschool in schools weand want keepto our strongrelationship them.with About 87% of the paraprofessional. (The placement) doneis mostly in preschool classrooms. Westfield us asked to keep (Students are) notusually (allowed to do theirfield placement kindergarten), in unless they already are a Type ofIHEType – – HillBunker Community College : Eight of out indicate 14 that they or do in are the process aligning of theircourses with EEC the Table 5. Number of IHEs allowing Field in Table 5.Field Number ofIHEs allowing Placement Kindergarten Total Number of Number Total IHE 2 27 14 7 3 11 Institutions Institutions Higherof Education Mapping – Project 2010 June Field placementField inkindergarten? – Holyoke– Community College 3 3 (100%) 2(100%) 6 6 (86%) 8 (57%) 19 – Berkshire– Community

master’s programsin Franklin, Bristol, Barnstable orcounties outlying and(Dukes Nantucket counties). Master’s degree programsare throughoutspread the Commonwealth covering eight counties. There no are Bristol, Barnstable, and counties (Dukesoutlying and Nantucket counties). North Adams (in Berkshire County). There are programs bachelor’s no in Franklin, Hampden,Essex, Norfolk, Amherst County),(Hampshire Bridgewater (Plymouth Fitchburg County), (north-central Worchester County) and ofFour bachelor degrees the are available in the Boston area. The locations other forbachelor programs are degreeBachelor’s programs not are widelyas available although they are throughoutspread the Commonwealth. colleges which purposely are through spread the Commonwealth and to accessible students. Associate’s degrees available are throughout the Commonwealth as they locatedwithin are the community Location Programs of Competencies. One is aligned NAEYCwith standards. UniversityState Some basecompetencies. this alignment an on provided outline EEC. by CollegeState withcourses the EEC Competencies. Core CollegePrivate place, which would take into account thatimplementation takes time. the courses. They(EEC) should approvereally thecore competencies have and an implementation plan in do We not organize or align our courses with thecore competencies but core competenciesare covered in between these standards. our No, courses are organized according to our accreditationNCATE standards, but there is overlap StateFramingham College documents will afterbe available we undergo our next approvalprogram process(2010-2011). – on finalizing matrix a that aligns course topics assessments and with theabove standards. These standards the for Childhood PreK-2Early license, the and coreNAEYC standards. areWe currently working Our courses are to the aligned Professional StandardsMA Teachers,for theESE subject matter knowledge updated to Coreinclude Competencies program, all course syllabi reference the Standards Guidelines. and Some course syllabi have been ourFor licensure program– no, we don’t usethecore competencies. For early our education and care institutionaland standards. – competencieshave aligned with the NAEYC standards assessments some and are also aligned with state standardsNAEYC inmet thecourse. keyRequired assessments all in full teacher programspreparation All course syllabi in ECEinclude objectives core and competencies, Wheelock Education Standards and already tospeak most of the competencies, need we just some adjusting. – areWe working on it now.will be It easy to adjust thecurriculum (not thecourses) do to this. We standards Not specifically. educationEach course instructor uses themas guideline, a but we focus more on NAEYC’s : Fiveof out sevenindicate that some portions of their programsare with aligned core : Three out: three of private colleges indicate that they or do are in the ofprocess their aligning : None theof state universitiesindicated that they theircourses align with EEC Core the . – – . CommunityGreenfield College Wheelock College Institutions Institutions Higherof Education Mapping – Project 2010 June – – UniversityState Cambridge College

Institutions Institutions Higherof Education Mapping – Project 2010 June

State Universities State Colleges Private Colleges Two-Year Colleges None of None the state offer universities intensive track classes. in Without the University Walls which was purposely established offer to options non-traditional to students. andweekend intensive track classes offered are of in one the state studied. universities These are options offered University:State offeredsupports in state colleges include intersession and afternoon late Somestudents. also offer online College:State (Cambridge andCollege) intensive weekend likely (only available one at out theof private four colleges). Other offered supports regional include locations byoffered, followed weekend summerclasses and College:Private traditional academic semesters). face-to-face), accelerated weekend intensive track evenings provide 86% provide classes, online Two-Year College: programs.63% of Only programs 30% of offer classes. intensive Appendixtrack (See for 5 by supports IHE). programs.89% of Summer classes are offered in 67% of programs and onlineand classes are weekend offeredin all programs,Across the most common course offering for non-traditional students is classes, evening offeredin Students forNon-Traditional Supports Type ofIHEType are likely most to (100%) evening provide and (71%) summer classes supports as fornon-traditional classes also support provide for the non-traditional Evening student. classes the are likely most to be are most are likely offer to onlineclasses (67%) a as fornon-traditionalsupport students. Evening, provide the provide non-traditional student with the alternatives. most All of two-yearthe colleges . Other. offered supports in two-yearcolleges include hybrid Table 6. Supports offered for Non-Traditional Students inIHEsTable forNon-Traditional 6. Supports offered Students Number of Number Total IHE 27 14 3 7 3 classes classes 12 (86%) 2 2 (67%) 2 (29%) 1 (33%) classes Online (29%),classes (43%), weekend and intensive track classes (14%). Other 17 , fast , for track workers,full time and intersession classes classes classes . , 77% provide, weekend summerand 14 (100%) 14 Institutions Institutions Higherof Education Mapping – Project 2010 June 7 (100%)7 (100%)3 Evening 1 (33%)1 classes 24 . . courses Online and intensive track Weekend 11 (79%)11 1 (33%)1 (43%)3 (67%)2 classes 17 classes . classes Intensive 1 1 (33%) 1 (14%) 1 (33%) 5 (36%) classes track 8 classes, (part online and part classes classes and 38% offer 11 (79%)11 (between the Summer courses 5 (71%)5 (67%)2 0 (0%) 0 are less are 18

type ofsupport. type 12 following:the Somestudents. examples mentoring of offered include specificnot ELL/ESOL to students but offeredto all noted that ofsome this“mentoring” offered support is formentoring language English learners. should It be state collegesof and none the of state universities offer for offer mentoring Forty-three students. percent (43%) of 100% colleges,private and two-year 86% of colleges is offeredmentoring inout eighteen 27 of IHEs, (67%) common than courses languages;offered in other English for Mentoring language learners is much more (ELL)/English Speakersof LanguagesOther (ESOL) offered Mentoring Languagefor English Learners only (and occasionally). onlylanguages offer coursessingle single in a language othertwo programsthat offered in othercourses Spanish or Mandarin/Cantonese Sidebar 1). (See The program, offeringfull a ECE degree program in either Urbancolleges, College Boston, of an has exemplary otherlanguages than English. of One the two-year threeOnly of out 27 IHEsoffer(11%) courses in offered Courses in languages other

These are examplesofcolleges thathavethese ofsupporttypes and anare exhaustive not list of     Bilingual (Westfield staff State and College Mass Bay Community College) SupportTutoring Center (Fitchburg State College) Reading Center (Bridgewater College) State Academic Center Achievement (Bridgewater State College) 12 Institutions Institutions Higherof Education Mapping – Project 2010 June adult learners who speak other languages than The Bilingual program iscareer a pathway for Mandarin/Cantonese. offers courses in Spanish and language instruction. The college currently course forevery two courses taken in native requirement of developmental one English the bilingual program, with minimum a courses in English they enrolled while are in are encouraged simultaneouslyto take professionals that excelin the field. Students students, and ensures andready competent academic skills, sets expectations high for approach build to students basic language and bilingual program a uses comprehensive transition into Englishthem the program. The English support language gradually to native languages, providingand formidable language offering by coursesECE core in their English.The programbuilds on students’ first Sidebar 1: The Urban College Early Sidebar UrbanCollege Childhood1: The Early Education (ECE)BilingualProgram all colleges thathavethis

programs had encountered not this sotheseissue estimates should be not considered absolute. 29% ofcolleges, state colleges and outone three of state universitiesstate that acceptthey credit.would Many transfer creditsthe intoa degree program. hundred One percent of (100%) private 57% of colleges, two-year IHEs referenced examplean a of student coming another from country who has and college credits wants to whether IHEs were asked acceptthey creditswould courses from taught otherin languages than English. Many Non-English for Credit Courses this support. twocolleges and out threeof state universitiesoffer this Nonesupport. of privatethe colleges spoken offer with collegeadditional courses. percent Seventy-nine two-year of (79%) colleges offeredthissupport; state57% of courses. help ESOL courses students learnEnglish. The developmental courses help themprepare take to ofOne the mentoring offeredtosupports ESOL students ELL isor the availability of or developmentalESOL or DevelopmentalESOL Courses    ELL ELL Buildingand Careers students. staffnew 2 and instructors working TAPin grant. The grant resourcesmakes more support and available to receivedWe federal a "Tapping grant, Academic Potential" (TAP), to adult support ELL.We currently 3 have Success. ABE buildstudents theirEnglish working skills withwhile an ECEfocus. This isprogram called Pathways for haveWe worked with our Continuing DepartmentEducation to create a program new thatsupports and ESL We haven’tWe ever tohad dealwith that providedPossibly, it is 1) from an accredited institution 2) and approved by chair another country. Yes, that can be done. Usually is the review onedone as applies to fullenter a here program and is from Yes, theschoolif they come isfrom accredited Springfield Technical Community College) courses (“achievement”ESOL or “developmental” courses) (Berkshire, North Northern Shore, Essex and tutoringPeer (Greenfield Community College and WheelockCollege) transitionalAdvising and courses;learning seminars community (Bunker Hill Community College) – Quinsigamond – Community College Sidebar 2: Recent efforts to support ESOL and Adult Basic Education efforts and tostudents 2:Recent Adult support ESOL Sidebar Education (ABE) Basic – Wheelock – College –Urban ofCollege Boston . . Massachusetts – College of Liberal Arts Institutions Institutions Higherof Education Mapping – Project 2010 June – Middlesex Community College . . Salem– State College

16 15 14 13 considered. not basis anas organized service. Thus, these estimates would if lower likely be organizedservices only are withcolleges spoken offer thissupport. Some schools noted that guidancethis type of is offeredon individual an seven the state(43%) colleges and out one the of three state universitiesoffer this Nonesupport. of privatethe Ten of out (71%) 14 two-yearcolleges report that they offer guidance in supports languages.other Guidance Support in Offered Other Languages

Occasionally in Spanish. Threeschools gave “yes, a if accredited”while the other four schools said or“perhaps” “depends”. InSpanish and Cantonese Schoolswere not whatlanguages asked guidance supports offered were in. Total University State College State College Private College Two-Year of Type IHE Number of IHE of IHE Total 27 14 3 7 3 Table 7. Supports Offered for English Table 7. SupportsforEnglish Languages Offered ofOther Speakers languages offered in offered 1 2 Courses 16 14 0 0 (0%) 0 (0%) other (14%) (14%) 3 Mentoring for Mentoring students 3 3 (100%) 12 (86%) ELL/ESL 3 (43%)3 0 (0%) 0 18 Institutions Institutions Higherof Education Mapping – Project 2010 June developmenta l courses l courses 11 (79%)11 ESOL or 2 2 (67%) 4 (57%) 0 0 (0%) 17 English English courses be used for Can non- Can 8 3 3 (100%) 1 (33%)1 (29%)2 credit? 15 (57%) 14 13 languages? services services in Three out of Guidance 10 (71%)10 1 1 (33%) 3 (43%) 0 0 (0%) other 14

accurate estimates. estimates forthese numbers. This data be should used note to potential trends, but not should considered be information on only the for school a as than whole,rather the specific ECE Othersprogram. provided unofficial programs were able not report to on demographics(six out 14 of colleges). two-year Some programs reported reportprograms to Only outon. 23 of programs 30 demographicsreported information. Many two-year Data in Graph 7 be should treated Demographics cautiously. are among the challenging most for information gender equity comparedtoas state universitiesand private colleges. programs havemore thangender graduateequity programs. colleges State and two-year havecolleges more careEarly and education degree predominatelyprograms are byattended femalestudents. Undergraduate Gender Balance that they or cannot not do track non-matriculated students. colleges that studentreported demographics. However, these estimates absolute not are as many programsnote non-matriculated is 0% from 48% to with an ofaverage 15% non–matriculated students across the all of two-year noteOf is that two-year tocolleges tend percentages havehigher non-matriculatedof students. The range of graduate students. University Massachusettsof Boston has graduate 64 students. “200” estimate isas high it includes students with EDan minor). University of Massachusetts 10 Amherst has UniversityState fromrange is late teens mid-60’s.to CollegeState mid30’s.to and to in 12 100 graduate programs. The age range is 21from 50 to the with average students being 20’s in late CollegePrivate fromrange is late teens 80.to Two-Year College ProgramsSize of Demographics Students : Estimates of students in the ECE programsrange from to124 295 students (median 169).= The age : Estimates: students of ECE programsin the range sevento from in undergraduate50 programs : Estimates of students in the ECE programsrange from to in 56 200 programsundergraduate (the : Estimates of students in the ECE programsrange from to (median28 580 = 186). The age Institutions Institutions Higherof Education Mapping – Project 2010 June

17 aOnly handful of programs report the on number/percentage of students who ELL are students. LanguageEnglish Learner Students percentagehigher of Caucasian students in graduate programsthan in undergraduate programs. and colleges. private Whilethisbreakdown does not it,show also individuals reportedverbally thatare there a data.type of Higher non-Caucasianpercentages of individuals reportedwere be to enrolled in colleges two-year reportuniversities a breakdown of ethnicity,students by only two-year50% of able colleges were report to this and easily not (see below).accessible mostquote While of private the colleges, state and colleges, state Otherstudents. programsnote that the ethnicitydata that was requested is tracked aby department particular Ethnicity is alsochallenging forsome reportprograms to on. Some programs track not do the ethnicityof Ethnicity Balance

Universities State Colleges State Colleges Private Colleges Two-Year 56% 56% foris undergraduates. Atthe level,graduate this increased number 81%to Type ofIHEType College be noted thatthese percentages a for are specific segmentof thestudent population” - the entire student population. have I included thepercentages based on first-time freshmen, but it should informationthis from first-time freshmen orientation,during so we cannot provide information based on number of students speak who language a other English.than We onlyhave recently started capturing “ Questions 12 Questions 12 21and refer to thenumber of who students do notspeak Englishas theirfirst language and Number of IHE Total 14 3 7 3 Number of programs reporting data 3 6 3 7 Table ofIHE ProgramsTable 8. Demographics Caucasian 56% 80% 80% 66% 17 Institutions Institutions Higherof Education Mapping – Project 2010 June American African 18% 13% 6% 5% Latino 17% 6% 4% 9% Islanders Asian/ Pacific 9% 2% 3% 3% American Native 0.4% 0.4% 1% 0% Bridgewater state Do notDo notDo notDo notDo Ethnic Multi track track track track

websites and websites and contact administrativewith departments. respondent the alwaysdid not have access thatto information. The majority of the comes fromdata below IHE studentspercentage of are who receiving financial aid. Again, this data is housed in differentparts the of IHE and demographicSimilar other to less questions, ofthan half programswere able report to on numberthe or ofReceipt FinancialAid State University State College Private College Two-Year College State UniversityState CollegeState Private College Two-Year College Type ofIHEType Type of Type IHE Table 10. Percentage of Students receiving Financial Aid of Aid IHEs Financial receiving from Percentage Table 10. Students Table 9. English Language Learners within IHETable 9.programs English Learners Language Total NumberTotal Total NumberTotal of IHE of IHE 14 14 3 7 3 3 7 3 Institutions Institutions Higherof Education Mapping – Project 2010 June reporting datareporting reporting datareporting Number of Number of programs programs 1 1 1 4 3 2 4 5 42% (full 42% 58% (full (part time); time) % receive financial aid % receive 100% undergraduate100% 30-80% graduate 40 –40 100% 48 55% - 68 95% - 8 8 33%– % ELL .2% 1%

established assess to the of validity the CEU. university. Some programs noted that they not do accept CEUs because regulatory standards havenot been 3 Only IHEs have a for process CEUs turning intocredit: private one college, state college,one and state one ContinuingTurning UnitsEducation into (CEUs) Credit UniversityState CollegeState College:Private Two-Year College two-year colleges, the 43% of state colleges, one and of state universitiesthe offerfor credit experience. all62% of of the IHEs included in the study experience. for offer credits theAll of private 71% of colleges, the type. preferredin a area study. Credit of hoursprior for experience learning vary on depending IHE the degree and learning Prior is whenexperience an individual hours receives credit work for recent prior (usually past years) two for Given Credit Learning Prior Experience UniversityState CollegeState just give certaina number credits). of CollegePrivate Two-Year College for credit CDA. a colleges, Two private two state and colleges, one offerstate university credit forCDA. all51% of of the IHEs included in thisstudy offer credits forCDA. of out Nine 14 colleges two-year (64%) offer passmust a verification process. training specific eightto standards, competency haveworked 480 hours with in thechildren past five years,and social, emotional,and intellectual growth child in a development framework. A have CDA must 120 hours of toable specific meet the needs of andchildren workwith parents otherand adults nurturechildren'sto physical, haswho successfully completed CDA assessmentthe process and been awarded has CDA the Credential. CDAs are RecognitionProfessional evaluates award CDA and Childcredentials. A Development is Associate an individual (birthchildren five) to child in early programs, family care child homes, as and home visitors. The Council of The ChildDevelopment Associate credential(CDA) is nationally recognized credential forindividuals with working for Given Credit ChildDevelopment Associate (CDA) Fewer IHEs(only 11%) creditoffer course forCEUs. creditCourse is given fora Child Development and Associate prior experienceslearning about by half of the IHEs. Articulation and Agreements Information Transfer : anywhere to 6 from credits 57 offered. : colleges State reported that the of number credits thedepends on courses taken. : Private: colleges report giving 3 from 12 to (1 credits ahas portfolio program to submit, others 12 to 6 credits offered. : to 3 credits 30 offered. : The one that state university gives credit reports that they give credits 3 fora CDA. : 3 credits 8 to offered. : Two-year colleges report giving to 3 from credits. 8 Institutions Institutions Higherof Education Mapping – Project 2010 June

19 18 non-licensure ECE programs. andlicensure both initial and licensureprofessional for graduate Aprograms. smaller percentage of offer schools The four-year majority of institutionsoffer childhood early education undergraduate programsfor ESE initial vs.Licensure Non-Licensure only.career track The other didnotsix (43%) having specify careera or transfer track. theOf 14 colleges, two-year sevenspecified (50%) having both ECE careeran and transfer track. One (7%) has a Massachusetts education early and care and out-of-school programslicensedtime by EEC. in theteach Massachusetts prek- 12 schoolpublic system.ESElicensure is a not requirement workinto education. have Individuals must license a the from Department of Elementary and Secondary (ESE) Education to tracklicensure is students for planwho transfer to a to four-year institution a earn to license inchildhood early arewho already employed preschool in a setting and enroll to in school advance their knowledge. The transfer or iscareer intended track for students who to plan theimmediately enter job market after graduation, or for those Many two-year institutionsoffer early childhood degreeseducation in either career a or transfer track. The andCareer Transfer (Licensure) Track aboutthinking offering credit students. to experience, and CEUs). This wasuniversity established for students returningto andschool is advancedin their University Walls, Without a state university, has a developed system thesefor all supports of prior (CDA, learning

Oneschoolallows students waivetheir to field priorforplacement learning experience. Oneschoolallows studentwaivetoa courses haveif completed they CDA.a Total State University State College Private College Two-Year College committee to accepted. if see If it is considered part course of a thatis required for the major, be reviewedit would the by appropriate Type ofIHEType Total NumberTotal Table CEUs forCDA, Offered Credit Experience Table 11. and of IHE 27 14 3 7 3 – State State – College Credit for Credit CDA 9 1 (33%)1 (29%)2 (67%)2 18 (64%) Institutions Institutions Higherof Education Mapping – Project 2010 June 14 Experience 10 Credit for Credit 3 (100%)3 1 (33%)1 (43%)3 19 17 (71%) Process forturning Process CEUs into creditCEUs 1 (33%)1 (14%)1 (33%)1 3 0

(See Table (See Examples12). programs of described are by community two colleges below. into credits two-yearthe degrees and they if can articulate the two-year degreefour-year intoa degree programs and/or universities. colleges and With thisinformation, students can they learnif can articulate school high colleges wereTwo-year asked they if had articulation agreements high with school, vocationaltechnical school, year) colleges, theimplying MassTransfer. Four-yearMassTransfer. institutionsoften stated that they withhave agreements community all MA two- (or When institutions were asked about any agreementsarticulation that they have, many referred the to Coordinating reviewCommittee to and updatethe current compact. state.the The Department Higher of Education has (DHE) established the Childhood Early Education Transfer offering fulltransfer credit, of guaranteed admission, and tuitionwaivera to academic programsnumerous across institutionyear intoa four-year institution. The MassTransfer policy theextends benefitsof ECE Compact the by toCompact is ease the for process students enrolled in an ECE degree programwhen transitioning a from two- builds the on Commonwealth Transfer Compact andJoint the Agreement.Admissions The goal the of ECE the ofIn fall 2004, the Early statewide EducationChildhood Transfer Compact went intoeffect. compact This ECE Transfer Compact Agreements)(Articulation programs in ECE or EEC. non-licensurea master’s program. of All (100%) the four-yearprivate colleges offer non-licensure bachelor’s threethe state universities, two offer non-licensure ECE bachelor’s programs. these two, Of universityone offers withEducation concentration a in Education Early Care); twoand offer (29%) non-licensure master’s degrees.Of Bachelor Science in Education of with concentrationa in ECE, Bridgewater College: State BachelorScience in of theOf sevenstate colleges, two offer(29%) non-licensure a degree bachelor’s program State (Salem College: Roxbury Community College Quinsigamond Community College Northern Essex Community College North Shore Community College Mt. Wachusett Community College Middlesex Community College Mass Bay Community College Holyoke Community College Greenfield Community College Cape Cod Community College Bunker Hill Community College Bristol Community College Berkshire Community College struggle with year 4 schools credits.accepting They them. take all 67 education credits. haveWe an amazing agreement and know I thatother people that counts toward Holyoke credit.college 2+2 with Westfield State Great College. relationship with haveWe articulation 6 agreements area highwith schools where they can takeone class high in school high school which for they credits get3 to Berkshire. haveWe a withprogram a local high 16 school: high school juniorsand seniors taking are class a at the Table 12. Articulation Agreements of CollegesTable Articulation 12. Agreements Community High School X X X X X X X X Institutions Institutions Higherof Education Mapping – Project 2010 June – – Holyoke Community College X (in process)X - Berkshire Community- College Vocational Technical School X X X X X X College X X X X X X X X X X X (in process)X University X X X X X X

State UniversityState College:State College:Private instructors. four-year institutionsare honoring not Othersit. report thatis a there lapse amongin knowledge adjunct Two-Year College: aboutcomments theirexperiences utilizing it. Programs were asked whetherunderstand staff the Childhood Early TransferEducation Compact and provide to Urban College Boston of College Springfield Technical Community are aare tonof people whom for the articulation agreements too are late.Basically, when you transfer- it is clear how articulation works between AA BAand degrees but thestudents never insaw this action. There articulate to students willTheywhat work. heard thatEEC towas going post making something it really students.for Each community college has different general education requirements itand is difficult to it’s not very useful. community Each college has itsown alignment of courses and it’s difficultto match up Identifying courses is challenging. sufficient for the DESElicense studentsour working are towards. usually credithave thatcourse in but only cover birth through 8 age that’sand fine for theEECbut not difficultiesThe arisein courseslike Psych of Development where transfers from colleges community What does does and nottransfer in particular the in courseworkEducation can be somewhat confusing. office to help. communityfrom colleges. I four have assigned advisors theeducationfor majors theenrollment from manyToo changes the by year colleges 4 in between articulation agreements nothonoring the credits transferThe compacts notworkingare All education staff it,understand but thegeneral school advisors getconfused with it. institutions accept all of their credits. difficultIt’s know; to havewe only anecdotal evidencethat have students problems having other transferring don't classes in count. that they won't honor theclasses. Theychange the200 level to classes 300 so that who students are year schools4 don't honorit. Eventhough theirpresidents signed onto thecompact, thedepartments say Adjunct probably staff doesn't understand since they only are there teaching class. one timefull jobs only and teach one inclass theevening. oneThe time full professor understands For it. the adjuncts, beenit hasn't on their radar. Theyhave other State colleges report that identifying courses count to for is challenging.credit One of private the colleges does know not what it is and in one ofis process about learning it. : One reports state university transferthat the compact is not useful.very All but All but of two-yearone the colleges understands the ECE Transfer Compact, many feelbut that ECE degree) X (notX for Institutions Institutions Higherof Education Mapping – Project 2010 June X X

a disservicea because now they notfree. are Building Careers was payingfor coursesbut not now. difficult! alsoThere are funding in issues- thepast, courses offered were to teachers freefor this and was Institutions Institutions Higherof Education Mapping – Project 2010 June

BunkerHillCommunity College BristolCommunity College Berkshire Community College WheelockCollege Lesley University Cambridge College Springfield Cambridge College Lawrence Cambridge College UMass Boston UMass Amherst (UWW) UMass Amherst Worcester State College Westfield State College SalemState College MACollege ofLiberal Arts FraminghamState College Fitchburg College State Bridgewater College State Urban College of Boston College SpringfieldTechnical Community RoxburyCommunity College Quinsigamond Community College NorthernEssex Community College ShoreNorth Community College WachusettMt. Community College MiddlesexCommunity College CommunityMassBay College HolyokeCommunity College GreenfieldCommunity College CapeCod Community College Appendix 1:Appendix Specific ECE degrees offered within IHEprograms Name ofIHE Associate’s Institutions Institutions Higherof Education Mapping – Project 2010 June Bachelor’s Master’s concentration Degree with Degree in ECE

Urban College of Boston College SpringfieldTechnical Community RoxburyCommunity College Quinsigamond Community College NorthernEssex Community College ShoreNorth Community College WachusettMt. Community College MiddlesexCommunity College CommunityMassBay College HolyokeCommunity College GreenfieldCommunity College CapeCod Community College BunkerHillCommunity College BristolCommunity College Berkshire Community College WheelockCollege Lesley University Cambridge College Springfield Cambridge College Lawrence Cambridge College UMass Boston UMass Amherst (UWW) UMass Amherst Worcester State College Westfield State College SalemState College MACollege ofLiberal Arts FraminghamState College Fitchburg College State Bridgewater College State Appendix 2:Appendix Certificate programsoffered IHE programs within Name ofIHE Toddler Infant/ Preschool Institutions Institutions Higherof Education Mapping – Project 2010 June School Age Director Admin/ Early Childhood Development Family Services. Family BilingualECE BehaviorAnalyst Certificate Family ChildCDACare. and PreschoolLeadTeacher CDA. AssociateTeacher Daycare Daycare Lead Teacher Youth FamilyWorker. Spanish/ Cantonese SpecialEducation Intermediate ECE Introductoryand (post master’s)(post Development Other ECE ECE

GreenfieldCommunity College CapeCod Community College BunkerHillCommunity College BristolCommunity College Berkshire Community College WheelockCollege Lesley University Cambridge College Springfield Cambridge College Lawrence Cambridge College UMass Boston UMass Amherst (UWW) UMass Amherst Worcester State College Westfield State College SalemState College MACollege ofLiberal Arts FraminghamState College Fitchburg College State Bridgewater College State Urban College of Boston College SpringfieldTechnical Community RoxburyCommunity College College Quinsigamond Community College NorthernEssex Community ShoreNorth Community College College WachusettMt. Community MiddlesexCommunity College CommunityMassBay College HolyokeCommunity College Appendix 3:Appendix Related degrees IHEs offered within Name ofIHE Development Child Elementary Education Institutions Institutions Higherof Education Mapping – Project 2010 June Guidance Child Psychology Child Administration Child Child Care

GreenfieldCommunity College CapeCod Community College BunkerHillCommunity College BristolCommunity College Berkshire Community College WheelockCollege Lesley University Cambridge College Springfield Cambridge College Lawrence Cambridge College UMass Boston UMass Amherst (UWW) UMass Amherst Worcester State College Westfield State College SalemState College MACollege ofLiberal Arts FraminghamState College Fitchburg College State Bridgewater College State Urban College of Boston College SpringfieldTechnical Community RoxburyCommunity College Quinsigamond Community College NorthernEssex Community College ShoreNorth Community College WachusettMt. Community College MiddlesexCommunity College CommunityMassBay College HolyokeCommunity College Appendix 4:Appendix Course offerings fornon-traditional students Name ofIHE classes Online Institutions Institutions Higherof Education Mapping – Project 2010 June Evening classes Weekend classes track classes track Intensive Summer courses

CapeCod Community College BunkerHillCommunity College BristolCommunity College Berkshire Community College WheelockCollege Lesley University Cambridge College Springfield Cambridge College Lawrence Cambridge College UMass Boston UMass Amherst (UWW) UMass Amherst Worcester State College Westfield State College SalemState College MACollege ofLiberal Arts FraminghamState College Fitchburg College State Bridgewater College State Urban College of Boston College SpringfieldTechnical Community RoxburyCommunity College Quinsigamond Community College NorthernEssex Community College ShoreNorth Community College WachusettMt. Community College MiddlesexCommunity College CommunityMassBay College HolyokeCommunity College GreenfieldCommunity College Appendix 5:Appendix Supports English for Language Learners Name ofIHE languages offered in offered Courses other developmental Institutions Institutions Higherof Education Mapping – Project 2010 June ESOL or ESOL classes for ELL/ESOL Mentoring students courses count courses Non-English for credit services in services languages Guidance other

Out-of Time (2.4.2010) Educators Out-of School ofand Care Education Early Department Massachusetts Education DepartmentofEarly and 6:Relevant Regulations Care Appendix C. Sensory developmentC. Physical developmentB. General A. principles of andchild youth development Subcategories Youth andDevelopment theofChildren Core Area Competency 1:Understanding Growth and Core B. CommunicatingB. with families staffand in observation and assessmentprocess Observing andA. recording Subcategories and Documentation Assessment, Area Competency 6:Observation, Core CurriculumB. Creating A. learningthe environment Subcategories Curriculum Areaand Competency 5:Learning Implementing Core Environments H. Physical activity fitness and handling/environmentG. Food F. Nutrition SafeguardingE. and children youth Basic safetyD. and emergency preparedness MentalC. health Preventing B. respondingand to infectious disease and chronicmanaging illness HygieneA. and health promotion Subcategories and Safety, Nutrition Area Competency 4:Health, Core Improving partnershipsE. with andschools communities ResourcesD. support to families Family involvementC. Communication/relationshipsB. family with Respect diverse for A. cultures and communities Subcategories with Families Area and Competency 3:Partnering Communities Core GroupsE. and environments ChildD. guidance Supporting C. children’s and interactionsyouth’s Relationships/interactionsB. children with and youth AcceptanceA. all children of and youth Subcategories AreawithYouth Children Competency 2:Guiding Core and Interacting and G. Individual differences in development F. developmentSocial-emotional Cognitive E. development LanguageD. development Institutions Institutions Higherof Education Mapping – Project 2010 June Core CompetenciesCore for Early Education forEarly and and Care

Care ProgramsCare ofand Care Education Early Department Massachusetts D. ManagingD. resources PersonnelC. issues ProgramB. planning,evaluation, and continuous improvement Regulations, requirements,A. and policies Subcategories Planningand Area Development Competency 7:Program Core FacilitatingE. referrals based observation on and assessment PlanningD. for individualized learning UsingC. appropriate assessment methods center, familycenter, child careor equivalent home programaccepted the by Department. requirements 7.09(17)(b)&(c).in 606 CMR Work experience bemust licensed in a group care child work experience. Work experience, whetherpaid or must unpaid, meet the supervision staff may follows:count 50 as hours of consistentworkat program one is equivalentto month one of atperiods of least weeks four in one program. ofWork experience lessthan 12 hours perweek grade, or special needsup children age to 16, least at 12 hours perweek, regular a on basis, in program activities to group a children, underof seven years age and of not enrolled yet in first 4. birth eight to years age, of or directprovision of services children to their and families. studyincludes the of caregiving, education, development, health orcare, of psychology children, 3. corresponding Oneage group. practicum may substitute months fornine of workexperience. appropriatethe chronological or developmental age qualify to staff with work to the and management of whole for the group portiona of the placement. The must practicum be with member. Responsibilities of student the internshall include program planning, parent relations, threeleast visits, site including conferencing, and placement a with teacherlead qualified staff anfrom institutionof learning higher alternative or an childhoodearly training program, with at ofweek period, direct infants workwith toddlers and or preschoolers, supervisedpersonnel by 2. defined below. academic both ofstudy the categoriesin 606 CMR 7.09(18)(b)and at one least practicum as secondary early teacherchildhood trainingprogram, approved theby Department, which includes 1. shall definitions apply: (a) Programs Serving Children Younger Than School Age 7.09(18)606 CMR LeadershipE. ProfessionalD. development RelationshipsC. and team building CommunicationB. skills ProfessionalA. attitudes, and behaviors, ethical standards/professional guidelines Subcategories and AreaLeadership Competency 8:Professionalism Core Definitions Work Experience Related Field Study of Practicum ChildhoodAlternative Early Training Program . . the For of purposes qualifications educator 7.09(18) in 606the CMR following . . The successful acompletion of of minimum over 150 hours, at an least eight Additional RequirementsAdditional forLarge and SchoolGroup AgeCare Child . . in providingExperience direct and teachingcare duringall types of . . program A anat accredited institutionof learning higher which Institutions Institutions Higherof Education Mapping – Project 2010 June

Requirements Group andRequirements Schoolfor Large Age Child . . The successful acompletion of post-

B. A. asked 7:Questions ofIHEs Appendix 4. 3. 2. 1. ( Demographics Student classrooms? 17a. Specifically, studentsdo havethe option completingfieldof placement student teaching in Kindergarten 17. 16. 15. 14. 13. 12. 11. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. CharacteristicsProgram What number/percentage of schoolthe population is female? What age is rangethe of students at school? the that information? youDo haveinformation yourstudent on (age,gender,demographics ethnicity, where etc) shall Ior get How many studentsyou do have(in degree/certificate)? each kindergarten)? what type ofIn classrooms can studentstheir do placement?field (infant/toddler; preschool; day? (for example What options type of available are for non-traditionalthe student cannotwho attendclasses during the ofNumber adjunct faculty in ECE department. ofNumber part-time faculty in ECE department. ofNumber full-time faculty in ECE department. yourECE programIs accredited NAEYC, NCATE, by or another accrediting body list)?(please What school/college/department degrees in offers Child Care Administration? What school/college/department degrees in offers Child Psychology? What school/college/department degrees in offers Child Guidance? What school/college/department degrees in offers Elementary Education? What school/college/department degrees in offers Child Development? What school/college/department degrees in offers ECE? work Can course relatedfrom counted degrees be toward ECE degree? an Psychology (ages0-8),and Child Care Administration) are (We specifically interested Child in Development, Elementary Education, Child Guidance, Child What related types of degrees offered? are youDo offer certificate programs in ECE? youDo offer degree a with concentration a in ECE? youDo offer specific a degree in ECE? a. a. a. If offerIf you a andegree with ECE concentration whatthe are name(s) thoseof degrees? Masters)and/or offer do If ayou degree specific in ECE, what degrees do offer?you ( (Infant/Toddler, Preschool,School-age, Director/Admin, etc.) What certificate type of programs you do offer?

Evening, weekend, intensive, summer, online) at level program level possible;otherwise if at school Institutions Institutions Higherof Education Mapping – Project 2010 June ) Associates, Bachelors,

C. 4. 3. 2. 1. Learning Articulation, forPrior Credit Transfer, 27. 26. 25. 24. 23. 22. 21. 20. 19. 18. 17. 16. 15. 14. 13. 12. 11. 10. 9. 8. 7. 6. 5. Do youDo accept CEU's other from entities? How are many credits given a to student they if haveprior experience? learning How are many credits given a to student they if havea CDA credential? college/university?) What articulation types of agreements you do currently have (i.e., vocationaltechnical schools, high thereAre guidance offeredinsupports other languages? toward ECE degreean in your program? If student transfersa intoyour program, coursesare that havebeen taughtin languages other count aDoes student get credit fornon-English coursework that counts toward an ECE degree? there Are mentoring ELL/ESL for opportunities students? What languages other ECE are courses offered? ECEAre courses offeredin other languages? What students percentage of speak languagea than other English? What students percentage of currently are enrolled in the non-licensure track? What students percentage of currently are enrolled in the licensure ESEteacher track? average, whatOn studentspercentage of receive financial aid? Mastershis/her in ECE? What average is the lengthtime of fora non-traditional student going school to part-time achieve to Bachelors inhis/her ECE? What average is the lengthtime of fora non-traditional student going school to part-time achieve to Associateshis/her in ECE? What average is the lengthtime of fora non-traditional student going school to part-time achieve to What number/percentage of students non-matriculated are ECE students thisyear? What number/percentage of students matriculated are in yourECE degree program this year? ELL)? What number/percentage of schoolthe population not does speak as English their first language (are What number/percentage of schoolthe population is multi-ethnic? What number/percentage of schoolthe population is Native American/American Indian? What number/percentage of schoolthe population is Islanders?Asian/Pacific What number/percentage of schoolthe population is Latino/a? What number/percentage of schoolthe population is African American? What number/percentage of schoolthe population is Caucasians? What number/percentage of schoolthe population is male? a. a. b. a. Do youDo havea for process CEU'sturning intocredit? What criteria is the for awarding an prior individual credits?learning What do schools/colleges/universities currentlyyou havearticulation agreements? If sortsother of agreementsarticulation exist,what they?are Institutions Institutions Higherof Education Mapping – Project 2010 June

9. 8. 7. 6. 5. General Notes? whichWith schools you do haveJointAdmission Agreements? (ifcoursework)? so, link or document) youDo havea articulated clearly pathway availablecareer for studentsuse to a (e.g., map visual of theof alignment with competencies? core link (ifor so, document) youDo organize or yourcourses align according ECE to core youcompetencies? Do havedocumentation staffDo understand the of details the childhood early transfer compact? a. b. If If not do staff understand the childhood early transfer compact, what part(s) most are confusing? have do If you process a forturning CEU's into credit, what is that process? Institutions Institutions Higherof Education Mapping – Project 2010 June