University of Wisconsin–Madison

Strategies in Pursuit of Pre-K Teacher Compensation Parity: Lessons from Seven States and Cities

Type Policy Brief or Report
Year 2017
Level City or Town, State
State(s) Alabama, California, Georgia, New Jersey, New York, Oregon, West Virginia
Policy Areas Economic Justice, Education
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. 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; it examines 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.

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