Using Pressure and Support to Create a Qualified Workforce

March 2005
Sharon Ryan and Debra J. Ackerman

This article reports on a study examining the impact of a system of pressure and support to motivate preschool teachers toward obtaining a teaching credential by a set deadline.

This study examines the impact of a system of pressure and support created to encourage preschool education teachers working in public schools, Head Start programs, and child care programs to obtain a teaching credential by a court-imposed deadline. Findings indicate that the pressure of a court mandate combined with the support of scholarship and certification programs lead to many preschool teachers improving their qualifications. Additional findings and their implications are in an article published from Education Policy Analysis Archives, Volume 13, Number 23.

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