Low Wages Linked to Decline in Early Childhood Education Quality
EPI Report: Subpar Salaries, Benefits Lead to Less-Qualified Child Care Teachers

WASHINGTON, D.C. — A new study released by the Economic Policy Institute (EPI) reports that low salaries and benefits are a significant reason for a decrease in the qualifications of early childhood education (ECE) teachers and administrators over the past two decades.  The findings of the report, Losing Ground in Early Childhood Education, provide fresh support for policy changes that the American Federation of Teachers and its affiliated nonprofit organization, the Center for the Child Care Workforce (CCW), have called for over the last 25 years. 

“It’s time to acknowledge the clear relationship among the experience and education levels of ECE staff, the low salaries they receive for their work, and the achievement level of children in school and throughout their lives,” said AFT President Edward J. McElroy. “We know that a high-quality early childhood education better prepares students for school, and it’s also no secret that quality staff is a crucial component of high-quality education.” 

The EPI study highlights the minuscule salaries and benefits these professionals are paid.  The average salary for ECE teachers with a college education is only about $28,000 per year, and only a third of all center-based teaching staff receive healthcare through their jobs. 

The study also reveals that consistently poor compensation has led to a startling decline in qualifications for ECE staff.  Only 30 percent of all center-based teachers and administrators had four-year college degrees in 2004, compared to 43 percent in 1985.  Lack of education is more pronounced in home-based care, where fewer than half of the providers have any education beyond high school.  

“The EPI report echoes a very clear message,” said CCW Director Marci Young. “The number of highly qualified, early childhood professionals will continue to decline if compensation and access to education are not addressed now.” 

Losing Ground in Early Childhood Education can be downloaded at www.epi.org. 

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