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Using Pressure and Support to Create a Qualified Workforce Sharon Ryan Debra J. Ackerman Rutgers, the State University of New Jersey Citation: Ryan, S. & Ackerman, D. J. (2005, March 30). Using pressure and support to create a qualified workforce. Education Policy Analysis Archives, 13(23). Retrieved [date] from http://epaa.asu.edu/epaa/v13n23/. This article was accepted by the previous Editor, Gene V Glass (1993-2004). Abstract In order for any new initiative to be implemented, it is generally assumed that policy actors need both motivation to comply with a new initiative and adequate assistance to implement the required change successfully. The study reported here examined the impact of a system of pressure and supports created to encourage preschool teachers working in public school, Head Start, and child care settings to obtain a teaching credential by a court imposed deadline. Findings from the sample of 689 teachers indicate that the court mandate, in combination with a scholarship program and an accessible number of certification programs, motivated many preschool teachers to improve their qualifications. Paradoxically, it was also found that the mandate may contribute to a depletion of the workforce if teachers who obtain a qualification move out of preschool into higher status positions. Findings of this study suggest that policymakers should consider systems of pressure and support not only to achieve short term goals, but to maintain outcomes over the long term, as well. Access this article in PDF format.

The World Wide Web address for the Education Policy Analysis Archives is epaa.asu.edu Editor: Sherman Dorn, University of South Florida Production Assistant: Chris Murrell, Arizona State University General questions about appropriateness of topics or particular articles may be addressed to the Editor, Sherman Dorn, epaa-editor@shermandorn.com. The Commentary Editor is Casey D. Cobb: casey.cobb@uconn.edu. EPAA Editorial Board Michael W. Apple University of Wisconsin David C. Berliner Arizona State University Greg Camilli Rutgers University Linda Darling-Hammond Stanford University Mark E. Fetler California Commission on Teacher Credentialing Gustavo E. Fischman Arizona State Univeristy Richard Garlikov Birmingham, Alabama Gene V Glass Arizona State Univeristy Thomas F. Green Syracuse University Aimee Howley Ohio University Craig B. 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