Investing in Educators: A Key Strategy for Kindergarten Readiness in Louisiana

Dr. Cynthia DiCarlo, Louisiana State University

Recent research highlights a compelling connection between early school struggles and later challenges, including involvement in violent crime (Lowe, 2025). This research highlights the importance of early childhood by identifying "low readiness for kindergarten" as a key "signal of disengagement" in school-age boys that increases the likelihood of them dropping out and eventually engaging in violent crime. Research also highlights the profound impact of well-educated early care and education (ECE) teachers on achieving kindergarten readiness (Whitebook, 2003). Studies consistently show that teachers with at least a bachelor's degree contribute to higher-quality classrooms with better language and literacy environments, improved teacher-child interactions, and enhanced student outcomes (Astiwi et al., 2024; Saleem et al., 2024).

Numerous organizations in Louisiana are strategically working to elevate the quality of ECE. These organizations focus significantly on increasing the education level of those who nurture and teach our youngest learners. This includes requiring the Early Childhood Ancillary Certificate (ECAC), which is the entry-level requirement for lead teachers working in Type III Child Care Centers. Among these dedicated entities is the LSU Early Childhood Education Institute (ECEI), which implements several key initiatives to promote positive outcomes for children and enhance their preparedness for kindergarten.

The ECEI has strategically focused on providing pathways for ECE professionals to enhance their qualifications. In addition to the existing Early Childhood Ancillary Certificate (ECAC) program, the Louisiana Board of Regents has funded a high school dual enrollment pilot to offer the ECAC program in two rural parishes with a 93% completion rate. A current barrier is funding. Although early care and education is a high-need area, it is not high-paying. Because of this, the ECAC program does not meet the requirement to be on the Industry-Based Certification (IBC) state-focus list, making it available for Jump Start and Fast Forward funding. 

The ECEI offers a Registered Apprenticeship Program for Early Care and Education Teachers through the Louisiana Workforce Commission, which provides valuable on-the-job training and classroom instruction while earning a competitive wage. However, early childhood education is currently rated as a “1-star” training program on a 5-star scale. This creates a significant barrier to accessing priority funding reserved for higher-rated programs. This limitation hampers efforts to attract, train, and retain qualified educators, undermining workforce development and perpetuating gaps in the early childhood field. By offering high-quality training experiences through the apprenticeship model, the ECEI seeks to overcome these funding barriers and build a more robust and educated early childhood workforce prepared to foster kindergarten readiness.

In collaboration with the Louisiana Board of Regents, the ECEI has established a ‘stackable credential’ for ECAC graduates to further their education and attend any Louisiana Community and Technical College (LCTCS) program. ECAC graduates will be able to convert their ECAC into 3 course credits (9 hours). These 3 courses can be applied to either the Care and Development of Young Children (CDYC) or the Louisiana Transfer degree, which can transfer to a 4-year program in early childhood education with teacher certification.

The establishment of the B-K (Birth through Kindergarten) Teacher Certification program at LSU further demonstrates a commitment to ensuring a highly educated early childhood workforce in Louisiana. The Alternative Certification path for B-K allows those with a non-education bachelor’s degree a path to become certified and work in the field of ECE. LSU contributes to a more professionalized field dedicated to supporting optimal development and kindergarten readiness by providing a degreed certification specifically for those working with young children.

In conclusion, recognizing the critical link between early school struggles, including low kindergarten readiness, and potential later involvement in challenges like violent crime as highlighted by Lowe (2025), Louisiana is strategically investing in elevating the quality of early childhood education (ECE) through existing funding from the LDOE. Research consistently demonstrates that teachers with higher qualifications contribute to improved classroom environments and better student outcomes. Through these strategic initiatives, the LSU ECEI aims to cultivate a more skilled and knowledgeable early childhood workforce that strives to ensure that more children in Louisiana enter kindergarten equipped with the foundational skills necessary for their future success.

References

Astiwi, W., Siswanto, D., & Suryatama, H. (2024). Description regarding the influence of teacher qualifications and competence on early childhood learning achievement. Asian Journal of Applied Education (AJAE), 3(3), 347-358. https://doi.org/10.55927/ajae.v3i3.10360 

Lowe, D. (2025, March 12). A new report reveals violent crime is tied to early school struggles. Baton Rouge Business Report. 

Saleem, S., Burns, S., & Perlman, M. (2024). Cultivating young minds: Exploring the relationship between child socio-emotional competence, early childhood education and care quality, creativity and self-directed learning. Learning and Individual Differences, 111, 102440. https://doi.org/10.1016/j.lindif.2024.102440 

Whitebook, M. (2003). Bachelor's degrees are best: Higher qualifications for pre-kindergarten teachers lead to better learning environments for children. The Trust for Early Education. 

Dr. Cynthia DiCarlo is a Professor and Program Coordinator of the Early Childhood Education at Louisiana State University and the Executive Director of the Early Childhood Education Institute www.lsu.edu/ecei