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Strategies in pursuit of pre-K teacher compensation parity: Lessons from seven states and cities


Teachers in publicly funded pre-kindergarten programs across the nation are increasingly expected to earn educational qualifications and credentials similar to their peers teaching older children. Yet salaries and benefits remain consistently lower for pre-K teachers than for kindergarten and elementary school teachers. The Center for the Study of Child Care Employment (CSCCE), in partnership with the National Institute for Early Education Research (NIEER), has produced a series of materials that explore state policy efforts to move toward compensation parity between pre-K and K-3 teachers. This report -- Strategies in Pursuit of Pre-K Teacher Compensation Parity: Lessons from Seven States and Cities -- forms the third part of the series, examining a small set of states and cities with the goal of understanding the policy rationale and process for moving toward compensation parity in different contexts. Cross-state analysis of the status of compensation parity policies revealed an astonishing array of variation, but no clear model of best practice. Consequently, the purpose of this report is to explore examples of strategies that states and cities have successfully taken forward along the path toward compensation parity for pre-K teachers. (author abstract)

Resource Type:
Reports & Papers
United States
Alabama; Georgia; New Jersey; New York; Oregon; Texas; West Virginia

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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