Almost 1.8 million 3- and 4-year-olds attended state-funded preschool programs throughout the U.S. in 2024–25, according to a recent report published by the National Institute for Early Education Research (NIEER) that serves as a “yearbook” for the period.
That accounts for 37 percent of 4-year-olds and 9 percent of 3-year-olds nationally.
Across 44 states and the District of Columbia, nearly $14.4 billion was invested, with states spending an average of $8,124 per student.
“State support for preschool education hit record highs in enrollment, quality, and funding in the 2024–25 school year, although the pace of growth slowed from the prior year. As in the past, some states advanced more than others,” the report states. “New preschool spending records were largely propelled by several states that aggressively increased enrollment and spending without raising quality standards. California, Colorado, Michigan, Minnesota, and Missouri contributed the most to increased enrollment, adding more than 52,000 new seats.”
In 2024–25, California enrolled 46 percent of 4-year-olds in public early childhood education programs and 11 percent of 3-year-olds. A total of 278,273 children (an increase of more than 25,000 individuals from the previous year) were enrolled in the state’s two preschool programs (the California State Preschool Program and Transitional Kindergarten Program) and an average of $14,907 was spent per pupil.
“State spending for the two programs totaled $4,148,114,798, down $21,873,301 (1 percent), adjusted for inflation, since last year,” according to the report.
In addition to providing a brief history and updates on early learning initiatives, the report ranked California 14th for preschool access for 4-year-olds and 15th for access for 3-year-olds. Based on state spending, resources ranked fourth.
NIEER found that the California State Preschool Program, with an enrollment of 100,705, was offered in 97 percent of school districts. Minimum hours of operation were three hours a day, five days a week and operating schedules were determined locally.
Of the 10 policy topics considered on NIEER’s quality standards checklist, the program met six, including early learning and development standards being comprehensive, aligned, supported and culturally sensitive; curriculum supports; teacher specialized training for pre-K; staff-child ratios of 1:10 or better; screening and referral for vision, hearing and health; and having a continuous quality improvement system with structured classroom observations and data-driven changes.
It missed the mark on benchmarks related to teacher degree attainment (requiring at least a bachelor’s); assistant teacher degree attainment (requiring at least a child development associate credential or equivalent); staff professional development for teachers and assistants of at least 15 hours a year, individual professional development plans and coaching; and having requirements that the maximum class size does not exceed 20 students.
The Transitional Kindergarten Program enrolled 177,568 students and was offered at 100 percent of school districts. Minimum hours of operation were also three hours a day, five days a week and operating schedules were determined locally.
This program only checked off three items on the checklist, those regarding early learning and development standards, curriculum supports and requiring teachers to have at least a bachelor’s degree.
Six states met all 10 quality standards benchmarks in 2024–25: Alabama, Georgia, Hawaii, Michigan, Mississippi and Rhode Island.
“Twenty state-funded preschool programs met five or fewer of the quality standards benchmarks, including three of the four largest programs (California TK, Florida, and Texas),” according to the report. “Forty-six percent of children in state-funded preschool were in a program meeting half or fewer of the quality standards benchmarks. Only 21 percent of children were in programs meeting nine or 10 benchmarks.”
