Higher Education

Identifying and Addressing Barriers
in Higher Education for Early Childhood Educators


Thirty years of experience has provided licensed T.E.A.C.H. states and the T.E.A.C.H. Early Childhood® National Center (National Center) with firsthand knowledge of the kinds of barriers that create college completion obstacles for the early childhood workforce.  A recent study conducted by the National Center gave recipients, counselors, and higher education faculty the opportunity to further identify and weight barriers from their various perspectives.  Consistently issues of juggling work and family life with student roles, access to courses at workable times, access to supports for developmental work (particularly math) and PRAXIS exams, and student teaching restrictions surfaced.  Adult students with language barriers faced these problems and many more.  To achieve our vision that “… Every early childhood teacher has access to an affordable college education…”, the National Center will be posting various reports and factsheets from the study as well as Issue Briefs and Resource lists on those barriers that were seen as really difficult and promising strategies that are being used around the country to try to address these.

The National Center is working with a few states to convene diverse and robust teams of higher education faculty, advocates, early childhood educators and others to identify strategies to leverage their T.E.A.C.H. dollars to address some of the identified barriers in their states.  “The goals of the (HEB) Project are to identify barriers to higher education access and degree completion in each state’s system and develop and implement strategies that leverage the investments of T.E.A.C.H. scholarships to facilitate solutions to the identified barriers.”  The completed work from these states, both their successes and their challenges, will be shared with other T.E.A.C.H. states to support our collective effort to reduce, and eventually eliminate barriers to college completion for our workforce as well as appear on this site.   We hope to be adding materials to this site throughout 2020.

National Surveys on Undergraduate and Faculty During the COVID-19 Pandemic

Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic
Between May 13 and June 1, 2020, 1,008 undergraduates at both 2 and 4-year higher ed institutions and who were taking college courses for credit, including in-person classes and d had to finish the course through distance learning were surveyed. The survey explores the nature of college courses as they were taught during the COVID-19 outbreak, the pervasiveness of various challenges undergraduates faced after the transition to remote instruction, and course features associated with higher levels 4 Digital Promise SUDDENLY ONLINE of student satisfaction.

Time for Class – COVID-19 Edition: Part 1: A National Survey of Faculty During COVID-19
This report presents the first results from an ongoing series of surveys and focus groups with faculty designed to understand the ongoing impact of the COVID-19 pandemic on teaching and learning in higher education. More than 4,000 faculty at over 1,500 higher education institutions nationwide have thoughtfully shared their experiences.

Addressing Barriers in Higher Education – A State Team Approach


Summary of Results - Year Two


Year One Project Report