Early Childhood and Family Studies

Program Type: Face-to-Face, Fully Online
Program Level: Degrees, Certificates, Online
Department: Healthcare Sciences and Early Childhood and Family Studies
Institute: Public Service
College: SPC

What is the Early Childhood and Family Studies program?

The Early Childhood and Family Studies Program will provide the community with a comprehensive early childhood program responsive to cultural, ethnic, and socioeconomic diversity, rich in current and innovative ideas, and nurturing authentic learning and hands-on experiences.

What will I learn?

Students will explore how children develop from birth to age 12, with a focus on birth to age 8, in all areas of development: physical, socio-emotional, language, and cognitive. The result is individuals well prepared for a variety of job opportunities in the rapidly changing early care and education profession. 

What can I do with this course of study?

AAS Degree: Para-Teacher Aide, Assistant Preschool Teacher, Early Childhood Teacher, Private sector Preschool Teacher, and Child Care Director

Level II Certificate: Assistant Head Start Teacher, Assistant Child Development Specialist, Child Care Teacher, Day Care Home Provider, Family Worker/Assistant, School-age After-School Provider, Nanny

What's special about the program?

The Early Childhood and Family Studies program is offering the first online Early Childhood degree in San Antonio from an accredited Community College. 

The Early Childhood and Family Studies Associates of Applied Science degree at St. Philip’s College is accredited by the Commission on the Accreditation of Early Childhood Higher Education Programs of the National Association for the Education of Young Children.

The current accreditation term runs from March 2019 through March 2026.

This program offers students a unique experience to complete their internship in a hospital setting or at an on-campus Child Development Center.

 

All degrees and certificates can be completed 100% online.
Program Outcome Data

D. Reporting Program Outcome Data

As part of the program’s achieving and maintaining NAEYC accreditation, it must report annually on at least three of the following measures and display these data via an easily located link on the program’s website.

The program is strongly encouraged to meet with its Institutional Research (IR) office to assist in gathering the data on the outcome measures. Below are suggested data reporting templates, but the program is encouraged to report the data in a format that best meets its program needs. For institutions with more than one accredited program, data must be disaggregated and reported for each program.

Outcome Measure #1: The Number of Program Completers

In the chart below, please indicate the number and percentage of program completers for the three most recent academic years. Note: the percentages across each row must add up to 100%.

Academic Year Number of program completers % of program completers who were attending full-time (at the time of completion) % of program completers who were attending part-time1 (at the time of completion)
2018-2019 9 33.3% (3) 66.6% (6)
2019-2020 9 33.3% (3) 66.6% (6)
2020-2021 5 0% (0) 100% (5)

Outcome Measure #2: The Program Completion Rate

What is the published timeframe for full-time candidates to complete the early childhood program(s) included in this Self-Study Report? (Please indicate in terms of the number of academic years; e.g., five semesters would be 2.5 academic years.)____2 years________

In the following chart, please indicate the percentage of full-time candidates completing the program within the program's published timeframe.[1]The program must complete the information for the 150%


1 Part-time status is defined by the institution.

2 “The Commission defines the published time frame as the number of terms an individual student was actually enrolled in the program. The terms do not have to be consecutive, but the total number of terms must meet the program’s expected time frame for completion. University-approved withdrawals (e.g., leaves of absence for reasons of health, maternity/paternity, mission work, military assignment) do not count toward the number of terms a student was enrolled in the program. Students taking longer due to reasons other than university-approved withdrawals (e.g., course repeats, remediation plans) cannot be considered as meeting completion expectations.” Language adapted from the Council on Academic Accreditation for Audiology, Speech Language Pathology of the American Speech Language Hearing Association at http://caa.asha.org/news/calculating-program-completion-rates/.

indicator and choose to report on either the 100%, 200% (or twice) or 300% (three times) indicator. The academic years selected must fall within eight years of the date this report is submitted.

Example:  A program with a published timeline of two years (four semesters at 15 credits a semester) to complete an A.A.S. in Early Childhood could select a Fall 2011 cohort on which to report.  The 150% indicator, indicates all members of the Fall 2011 cohort (full-time at the time of enrollment) who completed the program by Spring 2014. The 100% indicator only contains members of the Fall 2011 cohort who completed the program by Spring 2013. The 200% indicator contains all members of the Fall 2011 cohort who completed the program by Spring 2015, including those already counted in the 150% indicator. Lastly, the 300% indicator contains all members of the Fall 2011 cohort who completed the program by Spring 2017, including those already counted in the 150% indicator.

Program Name: ___Early Childhood and Family Studies Program__

Academic year in which a Fall cohort of full-time candidates enrolled in the program (select three sequential years) Percentage of those candidates who completed the program within 150% of the published timeframe Percentage of those candidates who completed the program within 100%, 200% (twice) or 300% (three times) of the published timeframe (Please circle, underline or bold the indicator above on which the program will report.)
2015-2016
F15 FT FTIC: 2
50.0% (1) 100.0% (2)
2016-2017
F16 FT FTIC: 1
100.0% (1) 100.0% (2)
2017-2018
F17 FT FTIC: 3
33.0% (1) 66.0% (2)

A program may (but is not required to) insert below a short narrative description (150 words) of the data reflected above to provide context.

The above table reflects our institutional data for First Time in College (FTIC) students with a self-declared major of Early Childhood and Family Studies.

For the year 2017-2018 1 student did not complete within 150% or 200% in the published time frame.

Outcome Measure #3: Institutional Selected Data

All programs are required to select at least one of the following outcome measures on which to report.  (Institutions submitting multiple programs in a single Annual Report may select the same or a different measure for each program; a separate chart must be submitted for each program.)

(A) The fall-to-fall retention rate in the program for each of the three most recently completed academic years

Academic Year % of Part-Time Candidates Enrolled in the Program (% of Total Enrollment) Retention Rate among Part-Time Candidates % of Full-Time Candidates Enrolled in the Program (% of Total Enrollment) Retention Rate among Full-Time Candidates
2018-2019 41 (85.4%) 48.6% 7 (14.6%) 80.0%
2019-2020 51 (85.0%) 47.4% 9 (15.0%) 33.3%
2020-2021 34 (79%) 44.1% 9 (21%) 66.6%

OR

(B) The number and percentage of program graduates employed in the early childhood profession or pursuing further education in the profession within one year of graduation for each of the three most recent academic years for which information is available.

Academic Year Number of Graduates Percentage of Graduates employed in the early childhood profession within one year of graduation* Percentage of Graduates pursuing further education in the early childhood profession within one year of graduation*
       
       
       

*The figures in these two columns do not need to add up to 100%

OR

(C) Institutionally designed measure that speaks to candidate outcomes in the program (list the measure and the data for the measure). The data must be reported for the most recent three academic years. Such measures might include the average GPA of the graduating class, the number of candidates who completed their courses with a “C” or above, the pass rate on national performance assessments such as edTPA, etc.

Academic Year Outcome Measure Performance Data
     
     
     

1) Please provide the specific web link where the data on Outcome Measures #1, #2 and #3 of this section are published on the institution’s website. The link should be accessible from the program’s home page on the institution’s website.  The data could be housed directly within the program’s section of the institution’s website. If an institution has a page that houses accreditation data and/or candidate success data for all programs at the institution, the program outcome measures may be included there instead, but must still be linked to directly from the program’s homepage.


Program Accreditation and Information

Accreditation: 

The Early Childhood and Family Studies Associates of Applied Science degree at St. Philip’s College is accredited by the Commission on the Accreditation of Early Childhood Higher Education Programs of the National Association for the Education of Young Children.

The current accreditation term runs from March 2019 through March 2026.

Contact information:

1401 H. St. NW, Suite 600
Washington, D.C. 20005

NAEYC Accreditation Webpage Conceptual Framework 

Program Outcome Data THECB Statutory Requirement

Admissions and Prerequisite Requirements

Program Orientation

All students in the Early Childhood and Family Studies Program at St. Philip's College are required to participate in a program orientation at the beginning of every fall and spring semester.

Program Internship Information

The student seeking a certificate or degree in Early Childhood and Family Studies must complete an Internship to be awarded a certificate or degree. The Internship is completed in the last semester of the program. In the semester before enrolling in the Internship, students must complete the following steps: 1) Contact the Early Childhood and Family Studies Program to enroll in the course. 2) Completed drug screening. 3) Completed criminal background check, 4) Completed tuberculosis screening (within the past two years), 5.) Current CPR/First Aid Certificate.

Background and Drug Screening

Please Note: Candidates are required to complete all key assessments. Prior learning credit and/or credit for maintaining a current CDA credential is not approved in any course with a key assessment (TECA 1354, TECA 1303, CDEC 1323, CDEC 2315, CDEC 1359, and CDEC 2689).

Mandatory Internship Information Session  

Students planning to graduate in the Fall and Spring must attend the mandatory Internship information session. The session will be announced in ECFS courses and through student advisors. Students need to RSVP to Veronica Galvan, Faculty Instructor Internship Coordinator @ 210-486-2283 or vroman6@alamo.edu.

Program Information and Orientation Sessions

The Early Childhood and Family Studies Program at St. Philip's College invites anyone interested in learning about our program to attend an upcoming orientation session to get more information. All sessions will take place in the Center for Health Professions Building at St. Philip's College. Please contact the Program Director, Amy Huebner, at 210-486-2364 or email ahuebner@alamo.edu .  Contact the department at 210-486-2050 if you need additional information. Check our college event calendar for Information on Session dates and time.

No person shall, on the basis of race, color, sex, pregnancy, religion, creed, national origin (including ancestry), citizenship status, physical or mental disability, age, marital status, sexual orientation, gender, transgender status, gender identity, gender expression, veteran or military status (including special disabled veteran, Vietnam-era veteran, or recently separated veteran), predisposing genetic characteristics, domestic violence victim status, any other protected category under applicable local, state or federal law, or persons who have opposed discrimination or participated in any complaint process on campus or before a government agency, be excluded from participation in, denied the benefits of, or subjected to discrimination in employment or under any program or activity sponsored or conducted by the College District. H.1.1

Application and Selection Process

Application Process:

Students interested in admissions into the Early Childhood and Family Studies Program at St. Philip's College are required to submit a program application.

 The application packet should include the following:

  • Completed application form as PDF format
  • Copy of any certifications earned (e.g. Child Development Associate)
  • Typed letter of interest - Submit letter in PDF format

Application Deadlines

Fall semester (Flex 1 and 16-week sessions) August 1

Spring semester (Flex 1 and 16-week sessions) December 1

The application packet must be submitted via email.

Email to Amy Huebner, Program Director, ahuebner@alamo.edu in Subject line please add: Name, Application & letter of interest.

Program Information:                                                                      Department of Healthcare Science & Early Childhood-St. Philip's College
Early Childhood and Family Studies Program
1801 Martin Luther King Drive
San Antonio, Texas, 78203

Apply Now

Contact Information

Program Director:
Amy Huebner, BA, MEd.
ahuebner@alamo.edu 
210-486-2364
MLK Center for Health Professions (CHP), 202A