Underpaid but Choosing to Stay: Compensation Inequity in Kentucky Public Preschool.

This article examines compensation inequities and workforce characteristics among public preschool teachers and teaching assistants serving children aged three to five in Kentucky. Despite meeting state educational requirements and possessing extensive experience, these educators earn significantly less—often nearly half—compared to their K–12 counterparts, with many supplementing income through secondary jobs. The study highlights that while most view preschool teaching as a career and pursue ongoing professional development, low wages and limited benefits contribute to high turnover rates nationally. It underscores the need for increased wages and professional support to retain a qualified preschool workforce, noting federal initiatives like the American Families Plan aim to address these disparities but may have complex effects on the broader early childhood education system.