Georgia’s pay parity Pay parity: Provides community-based early educators with wages (and sometimes benefits) comparable to those received by public-school educators with similar education and experience levels. policy, first enacted during the 2015–16 school year, was introduced primarily in response to a high rate of turnover among pre-K educators, who frequently left for better-paying K-3 positions in the public schools. All settings participating in Georgia’s pre-K Program, including community-based and public-school settings, are require to pay a base salary that is equivalent to the salary paid to public-school K-3 educators with a similar level of education and experience. All pre-K educators are compensated for an 8-hour work day, which includes 6.5 hours for instruction and 1.5 hours for planning. Pre-K teachers are also paid for an additional 10 days of planning and professional development time. Georgia’s pre-K Program, including salaries for pre-K educators, is funded through the Georgia Lottery.
Sources:
Center for the Study of Child Care Employment, University of California, Berkeley & The National Institute for Early Education Research. (2017). Strategies in Pursuit of Pre-K Teacher Compensation Parity: Lessons from Seven States and Cities | Georgia’s Pre-K.
Connections to Key Early Learning Study at Harvard (ELS@H) Findings:
The early education workforce is the foundation upon which all daily work and any expansion and quality improvement efforts rest. Research suggests that states and cities should invest in the workforce across all early education setting types, focusing on enhancing educators’ professional learning, compensation, and workplace conditions.
Findings from the Early Learning Study at Harvard (ELS@H) show:
- Early educators play a critical role in supporting the well-being of young children and families across setting types.
- Yet their pay, benefits, and other professional supports are often inadequate in light of the job demands and their cost of living.