The state should require early childhood teacher candidates to meet appropriate academic requirements. Starting in 2020, this goal is now graded.
New York offers an early childhood education certificate to teach children from birth-grade 2. The state requires a bachelor's degree and completion of a preparation program in early childhood education.
Due to New York's strong policies in this area, no recommendations are provided.
New York was helpful in providing NCTQ with facts that enhanced this analysis. The state further indicated that requirements for the Initial Early Childhood Education (Birth-Grade 2) certificate varies by certification pathway. All pathways require a bachelor's degree. Across the pathways, early childhood education candidates must complete either an early childhood specialization (e.g., New York State approved program, equivalent out-of-state program, National Board certification, specified coursework) or demonstrate competence in early childhood education (e.g., have sufficient out-of-state teaching experience).
The available research finds mixed results on whether having at least a bachelor's degree makes preschool teachers more effective. However, these conflicting results may be more indicative of the fact that current training programs that certify teachers to teach preschool (and often cover a wide span of elementary grades as well) pay too little attention to the requirements for teaching preschool. Despite the inconclusive research, the National Academies of Sciences, the National Institute for Early Education Research, and a number of other organizations support requiring at least a bachelor's degree for preschool teachers for several reasons. These reasons include that teaching preschool should be considered a career as important and complex as teaching K-12 classes, and so this role is deserving of the same educational requirements; this degree requirement would create greater consistency between the preschool and K-12 workforces; and preschool teachers would benefit from a foundation in liberal arts coursework that gives them a firm grounding in a range of content that they will teach, much like what elementary teachers need.
However, to make a training program meaningful, it needs to be narrowly targeted to the early childhood grades. As the grade span of a teaching certification broadens, training programs are less likely to provide the specific emergent literacy and oral language skills that preschool teachers need.  To support this focus and to make training for teachers more meaningful, the state should require that preschool teachers have a specialization in early childhood (rather than, for example, a bachelor's degree in K-6 teaching), or can demonstrate that they have the knowledge needed to teach early childhood.