Abstract
This article analyzes the policy implications of disparate compensation and working conditions associated with teaching in three publicly funded early childhood systems. Survey data from 559 teachers (336 public school, 134 publicly funded child care, and 89 Head Start) included information on level of training, credentials held, course work in early childhood education, workforce stability, and future career plans. Unacceptable rates of teacher turnover and vacancy in the nonpublic school programs were predicted by differences in compensation and working conditions. The results are discussed in the context of what is known about the quality of early childhood programs and the increasing involvement of public schools in programs for young children.
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