Stronger Workforce

Inside the Pre-K Classroom: A Study of Staffing and Stability In State-Funded Prekindergarten Programs

The study documents the current state of staff qualifications, stability, turnover and compensation in state-funded prekindergarten programs, and to identify the conditions under which Pre-K initiatives promote a more skilled and stable, and better compensated early care and education workforce. Working with sample programs in five states: California, Georgia, Illinois (Chicago only), New York and Texas, the authors explore variations in staffing among Pre-K programs in different states and housed in different auspices, including publicly operated programs (based in public school districts or community colleges) and privately operated programs (based in community-based nonprofit agencies or for-profit organizations).

The study showed that teaching staff in publicly operated prekindergarten programs had higher educational qualification sand received higher pay and benefits than their colleagues in privately operated programs, and that there was greater teaching staff stability in publicly operated prekindergarten programs than in privately operated programs.