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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.