Page 69 - Gateways for Early Educators

Table 20. Early Care and Education Professionals Served through the Gateways for Early Educators Program from PY 2011-2012 to PY 2015- 2016
PY PY PY PY PY 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Total: Number (percent)
Total Number of ECE Professionals Served
422
Gateways for Early Educators
1,079 1,277 1,203 1,015
- - - 96.5 - - - 1.2
- 0.2 0.2 0.5
18.7 19.4 17.4 17.3 5.3 6.1 4.7 3.2 62.1 63.4 64.8 67.5 - 1.8 1.7 0.8
47.6 48.1 47.8 50.0 - 0.6 1.3 1.2 - 4.0 4.3 3.3
2,251
2,170 (96.4) 16 (0.7)
6 (0.3)
436 (19.4) 107 (4.8) 1,429 (63.5) 14 (0.6)
1,017 (45.2) 22 (1.0) 83 (3.7)
2016
Gender
Female - Not reported -
Male
- - - - 2.4
65 (2.9)
Ethnicity
American Indian/Alaska Native
-
Asian
7.4 6.3 5.8 7.2 5.7
141 (6.3)
Black/African American 14.2 White/Caucasian 5.7 Hispanic / Latino 67.4 Multi -
Spanish 45.6 Mandarin - Other 4.4
Native Hawaiian
- - 0.2 0.4 1.3
9 (0.4)
Biracial
--000
26 (1.2)
Other
- - 0 0 0.2
2 (0.1)
Not reported
- - 3.1 3.4 3.5
81 (3.6)
Primary Language
English
42.2 43.7 43.5 43.1 43.4
1,064 (47.3)
Cantonese
- 2.2 1.8 1.9 1.3
35 (1.6)
Tagalog
- - 0.8 0.9 0.8
21 (0.9)
Not reported
0.9 - 1.2 0.6 0
9 (0.4)
Number of Coaching Hours and Coaching Sessions Provided throughout the Course of the Program
In terms of intensity of service provided to Gateways participants and administrative data reported, that has varied between 2011 and 2016 as a result of varying resources for coaching, programmatic changes made to the Gateways Program as part of continued quality improvement and changes to the database in which the coaching information was tracked. At program implementation in 2011, coaching services were divided into Quality Improvement and Career Development Coaching and was reported out separately by coaching component. Career coaching participants received 2.8 hours and 2.6 sessions of coaching per year, while Quality coaching participants received 4.8 hours and 2.1 sessions of coaching. Considering that Quality coaching goals were likely focused on improving some aspect of the child care environment or other goal directly related to the participants’ child care program, it would make sense that Quality Coaching participants received more coaching hours but less frequent sessions. Traveling to and from the participants’ sites is an investment on the coaches’ side and indicated as a challenge during first year of implementation. During the 2012-2013 program
59