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Explore other RAND research releated to the American Pre-K Teacher survey.

Research

Pre-K Teacher Well-Being, Pay, and Intentions to Leave in 2024: Findings from the American Pre-K Teacher Survey

The authors of this report present selected findings from the first American Pre-K Teacher Survey. They provide new information about the well-being, pay, and working conditions of public school–based pre-kindergarten teachers.

Elizabeth D. Steiner, Anna Shapiro, Phoebe Rose Levine
Research

Instructional Resources in Public School–Based Pre-K: Findings from the Spring 2024 American Pre-K Teacher Survey

This report presents findings from the first American Pre-K Teacher Survey, a nationally representative survey of pre-kindergarten teachers in public schools across the United States, fielded through RAND’s American Teacher Panel.

Anna Shapiro, Elizabeth D. Steiner, Ashley Woo, Jill S. Cannon, Christopher Joseph Doss, Lynn A. Karoly, Emma B. Kassan
Research

Vermont Early Care and Education Financing Study: Estimated Costs, Financing Options, and Economic Impacts

Vermont is interested in expanding families' subsidies for early care and education (ECE) programs. This report estimates the costs of a high-quality ECE system with a well-compensated workforce and identifies possible funding sources.

Lynn A. Karoly, Aaron Strong, Christopher Joseph Doss
Research Summary

High-Quality Publicly Funded Pre-Kindergarten Programs: How Much Do They Cost?

There is strong evidence that children who attend high-quality pre-kindergarten programs learn skills that benefit them in school and life. In this brief, RAND researchers estimate the cost of such programs and outline implications.

Lynn A. Karoly, Jill S. Cannon, Celia J. Gomez, Anamarie A. Whitaker
Research

Participation in State-Funded Prekindergarten in Oklahoma

This study examined participation in Oklahoma's state-funded preK program for five cohorts of first-time public school kindergarten students and compared the percentages of students by geographic locale and student characteristics.

Katie Dahlke, Lynn A. Karoly, Rachel Perera, Michael Little, Chad Henry, Shannon Lasserre-Cortez, Dean Gerdeman
Research

Updated Estimates of the Cost of Quality Early Childhood Care and Education in Oklahoma

The authors provide 2023 estimates for the cost of early childhood care and education in Oklahoma, updating a RAND study from 2020 based on new expenditure data from a sample of providers and updated model-based estimates of the cost of care.

Lynn A. Karoly, Stephanie J. Walsh, Phoebe Rose Levine
Research

Early Childhood Educators in Hawaiʻi: Addressing Compensation, Working Conditions, and Professional Advancement

This report documents the low wages, few benefits, and mixed working conditions for the early care and education (ECE) workforce and provides strategies for investing in improvements that would help with recruiting and retaining ECE workers.

Lynn A. Karoly, Jill S. Cannon, Celia J. Gomez, Ashley Woo
Research

The Quality Start Los Angeles Developmental Evaluation: Research Findings and Lessons Learned

RAND researchers conducted a developmental evaluation of Quality Start Los Angeles, the voluntary quality rating and improvement system for early learning providers in Los Angeles County.

Celia J. Gomez, Anamarie A. Whitaker, Jill S. Cannon, Susannah Faxon-Mills, Mallika Bhandarkar
Research

Professional Development Incentives for Oregon's Early Childhood Education Workforce: A Randomized Study

This study used two trials to test whether sending emails and offering different financial incentives to Oregon ECE workforce members increased career lattice sign-up and increased education and training levels or workplace retention.

Ashley Pierson, Jill S. Cannon, Rachel Perera, Kata Mihaly, Rebekah LeMahieu
Research

Distinctions Without a Difference? Preschool Curricula and Children's Development

This study is an examination of preschool curricula and their associations with preschool classroom environments and children's academic and social-emotional development using five samples of low-income children attending public preschool programs.

Jade M. Jenkins, Anamarie A. Whitaker, Tutrang Nguyen, Winnie Yu
Research

Raising the Bar for Early Childhood Education: Early Signals on How Louisiana's Education Policy Strategies Are Working for Early Childhood Providers and Community Networks

This report, part of a four-part series on the implementation and outcomes of Louisiana's education initiatives, focuses on the state's efforts to support and improve early childhood education.

Jill S. Cannon, Sophie Meyers, Julia H. Kaufman
Research Summary

The Big Lift Preschool, Two Years In: What Have We Learned So Far?

The Big Lift preschool-third-grade initiative aims to boost children's reading proficiency. This second in a series of descriptive analyses shares follow-up data on 2016-2017 kindergarten class participants and initial data on 2017-2018 participants.

Celia J. Gomez, Anamarie A. Whitaker, Jill S. Cannon, Lynn A. Karoly
Research

Do Early Care and Education Programs Improve When Enrolled in Quality Rating and Improvement Systems? Longitudinal Evidence from One System

We investigated whether providers that participated in a county-level QRIS saw increases to their global quality (tier) rating, domain-specific quality ratings, and scores on an observation measure of classroom quality.

Celia J. Gomez, Anamarie A. Whitaker, Jill S. Cannon
Research Summary

Decades of Evidence Demonstrate That Early Childhood Programs Can Benefit Children and Provide Economic Returns

An updated comprehensive review of rigorous evaluations of early childhood programs confirms and strengthens RAND researchers' findings from previous syntheses showing that many early childhood programs can improve a range of outcomes for children.

Jill S. Cannon, M. Rebecca Kilburn, Lynn A. Karoly, Teryn Mattox, Ashley N. Muchow, Maya Buenaventura
Research Summary

Building Blocks for Expanding High-Quality Preschool

Cincinnati is seeking to expand preschool programs to more children. RAND researchers studied a variety of approaches and found that while each approach would likely provide returns on investment, it is important to ensure programs are high quality.

Lynn A. Karoly, Anamarie A. Whitaker, Courtney Ann Kase, Robert C. McDaniel, Eric W. Rademacher
Research

Independent Evaluation of California's Race to the Top-Early Learning Challenge Quality Rating and Improvement System: Cumulative Technical Report Executive Summary

These findings can be used to make revisions to improve the QRIS as a measure of program quality and to identify promising ways to support QI efforts among early childhood programs.

Heather E. Quick, Laura E. Hawkinson, Aleksandra Holod, Jennifer Anthony, Susan Muenchow, Deborah Parrish, Alejandra Martin, Emily Weinberg, Dong Hoon Lee, Jill S. Cannon, Lynn A. Karoly, Gail L. Zellman, Susannah Faxon-Mills, Ashley N. Muchow, Tiffany Berglund, Mechele Small Haggard
Research

Evaluation of Delaware Stars for Early Success: Final Report

In 2013, the Delaware Office of Early Learning contracted with the RAND Corporation to evaluate Delaware Stars for Early Success, the state's quality rating and improvement system for early learning and care programs. This report shares all findings.

Lynn A. Karoly, Heather L. Schwartz, Claude Messan Setodji, Ann C. Haas