Early Childhood Education Salary Range
An Early Childhood Education (ECE) can be your precious asset if you are interested in pursuing an early childhood career. In fact, it is one of those few career options that let you get involved with the development and education of children under the age of 8, and help them learn about the world in an effective manner. In today’s circumstances, where parents are giving very less time to their kids, early childhood education is one of the few education programs that are gaining big popularity.
These days early childhood education programs offered by various educating schools are flowering at tremendous pace. If you are well trained or have earned a degree in early childhood education then you can enjoy great and stress-free career. Once you earn a degree in ECE, you can work in a variety of different settings, including preschools, day-care centers, child services, elementary schools, health care facilities and community centers. These and other positions in early childhood education help you earn salaries between $20,000 and $40,000 per year.
Salaries for those entering in the field of ECE generally vary from city to city, state to state and even school to school in United States. For instance, the median hourly rate for a preschool teacher in locations like California and Massachusetts is just over $12 per hour. On the other hand, the hourly figure drops to just over $10 per hour in other locations such as Texas, Ohio, Florida, and North Carolina. In fact, as per recent studies conducted by independent research body, New York City and Los Angeles top the list of highest-paying cities for early childhood education teachers at just over $30,000 per year, while preschool teachers in Phoenix and Atlanta earn just over $22,000.
The type of degree you hold also play a vital role in determining the early childhood education salary. If you are a graduate with a bachelor degree then you can earn between $22,000 and $30,000 per year. Moreover, if you have attained a master degree in early childhood education then you may pursue administrative positions with earning between $38,000 and $56,000. Apart from this, depending on whether you work in a day-care center, preschool, or grade school, you can earn from $22,430 to $38,290 per year.
Certainly, in next few years the job opportunities for early childhood educators are expected grow at an average rate. With this increase in job opportunities and ratio of early childhood education teachers or tutors the ECE salary range is also expected to boost in next few years in United States.
The Best-Kept Secrets Of The Clep Exam
Did you know that you could earn college credits in only ninety minutes of your time? It’s true, when you spend those ninety minutes taking and passing a clep exam. Clep stands for College-Level Examination Program, and it is a program offered by the College Board which allows college students to earn credit in thirty-four different subject areas by passing an exam in each area. Clep testing happens on college and university campuses, and you simply check in with your college’s academic advisor to see which Clep tests they offer, sign up for the next testing date, study, and then take the Clep. There are a few secrets about clep testing that will be useful in helping you pass your exams.
The way the tests are scored is important to understand. clep study results range from a score of twenty to eighty. Fifty is the recommended score needed to earn college credit at your college or university, but every college sets their own ruling on this, so check with your academic advisor to see what your school considers a passing score to be.
Clep testing, with the exception of the English Composition with Essay exam and some exams that have fill-in-the-blank questions, is done primarily using multiple-choice questions. This narrows the kind of clep study that will most help you succeed on your exam.
There are many kinds of clep study aids available to help you focus your study time to what is really important. One type of clep study help is an online practice test of multiple-choice questions, similar in style to what you will see on an actual test. You answer the questions, and get the correct answer right away if you miss one. By working on getting a perfect score on this type of clep study help, you will prepare well for taking the actual exam.
Another way to practice for clep testing is to work through some practice exams, which are timed. This type of clep study help will enable you to work at the correct pace in order to complete the test in the alloted time.
You do receive a penalty for every incorrect answer on the test. Nevertheless, if you can logic your way to an educated guess, it is worthwhile to take it, because you have a good chance of getting the question correct.
If you put these secrets to work for you as you prepare for your test and on test day, it will help you to meet with success and earn college credits.
New Monitoring and Appraisal Systems for Higher Scholastic Achievement in Houston Schools
Two new achievement systems have been developed and implemented for the Houston Schools — a school board monitoring system and a new appraisal system for the superintendent. The district is committed to improving student achievement, as well as earning the confidence and support of the community. The two systems set new standards for the administrative structure and systematic improvement process for higher scholastic achievement in the Houston schools.
In 2001, Houston schools instituted a Declaration of Beliefs and Visions, which defined for school employees and the community what the district stands for and where it is going. The five goals put forth in the declaration are to:
• Increase student achievement,
• Increase management efficiency,
• Bring all school facilities up to standard,
• Improve public support and confidence in the Houston schools, and
• Create a positive district culture.
The declaration determined to accomplish these goals through:
• An educational structure built upon the relationship between teacher and student,
• Decentralization and shared decision making,
• A common core of academic subjects for all students, and
• Focus upon performance, not compliance.
The two new systems for the Houston schools provide a roadmap to achieve and measure the progress of these goals. Both are detailed and objective, providing a systematic means for meaningful and quantifiable organizational improvement.
Board Monitoring System
The monitoring system is comprehensive and demanding with data-driven accountability. It requires the superintendent to submit regular reports to the trustees on key education issues. These issues are student academic progress and readiness for college, quality of teachers, and how effectively funds are used in support of student instruction.
The reports must be in a specific, standardized format for future comparison. This includes what exactly is to be reported, how it is to be reported (using easy-to-understand data and bar charts), and how often the reports are to be submitted. The board wants nothing to be left to interpretation or guesswork, believing this too often is the cause of misperceptions formed of large, urban school districts. The information is to be used by the board for monitoring purposes, as well as provided to students, parents, teachers, the community, and the news media.
Superintendent’s Performance Appraisal System
The complement to the Board Monitoring System is the new performance appraisal system for the superintendent, which is expected to drive the focus for the Houston schools from the superintendent down to the classroom teacher. The system is objective and quantifiable, allowing the board to focus their attention on the performance levels the Houston schools need to reach. It requires more in-depth reporting and analysis of educational issues than the state of Texas currently requires. Specific goals of the appraisal system are to improve academic performance, management efficiency, and public and employee confidence and satisfaction.
The specific Houston schools educational issues that directly impact students and addressed by both new systems are:
• Dropout and graduation rates — the aim is an 85 percent graduation rate by the 2006-07 school year;
• Achievement gaps by student groups, broken down by ethnicity, economic status, and gender;
• Number and percentage of students:
§ Who are promoted to the next grade, as well as those held back,
§ Served by special education programs, as well as those who have moved out and no longer need these programs,
§ Receiving the highest scores on the state-mandated achievement test, and
§ Who take exams for advanced placement courses and those who pass these courses; and
• Student college readiness, including:
§ The college-ready scores from the state-mandated achievement test,
§ Number and percentage of students taking dual-credit courses, earning college credit while in high school,
§ Number and percentage of students who graduate under the state’s Recommended High School Program, and
§ Number and percentage of students who score above the national average on the S.A.T.
Other issues addressed that indirectly affect student achievement are:
• Teachers’ attendance rates;
• Number of teachers teaching outside of their areas of certification;
• The effectiveness of tax dollars spent on teaching and the learning process;
• The effectiveness of educational programs costing $1 million or more, and whether they should be modified or discontinued;
• School employee attitudes toward the Houston schools board and their work environment;
• Progress in bringing Houston schools facilities up to standard;
• Public perceptions about the Houston schools board and its direction; and
• Progress in achieving a “recognized” status as an accountable school district.
Both systems outline expectations, set clear direction for action and improvement of quality education, facilitate regular and ongoing discussion for program effectiveness, use straightforward data, and hold the entire organization of the Houston schools accountable. Both systems were developed to evolve and change in response to the Houston schools board and community’s demand for better education for the students and ever-increasing accountability.
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