Comprehensive research from the RAND Corporation highlights critical insights into public school-based pre-K classrooms across the United States, emphasizing factors that influence Kindergarten readiness. Released on December 16, 2025, and funded by the Gates Foundation, the four reports explore areas such as instructional materials, professional learning, teacher compensation, and educational technology, marking the first nationwide analysis of pre-K teachers’ use of generative AI tools.
Conducted through surveys and focus groups in 2024-2025, the study reveals how teachers navigate a fragmented support system and offers actionable recommendations for policymakers, curriculum developers, and education leaders. Strong pre-K programs are essential for equipping children with foundational skills that facilitate their success in kindergarten and beyond, ultimately fostering long-term academic achievement.
Elizabeth Steiner, a policy researcher at RAND, stated, “This research gives voice to pre-K teachers nationwide and reveals gaps in instructional materials, professional learning, and technology adoption that shape their work and classrooms.” She emphasized the importance of these insights in helping decision-makers support teachers and improve the conditions that influence early learning programs, ensuring young learners are well-prepared for their educational journeys.
The reports reveal several key findings. Regarding instructional materials, nearly all pre-K teachers utilize multiple resources, with the average teacher employing three distinct materials. Half of these resources are created by teachers themselves or sourced from their districts, indicating that no single material sufficiently meets the diverse needs of classrooms. Notably, only 14% of teachers reported using domain-specific math resources, compared to 64% who utilized literacy materials.
On the topic of professional learning, most teachers indicated they receive professional development, but many expressed that this training often lacks relevance to their specific pre-K needs. Approximately two-thirds of teachers noted that their professional learning sessions seldom feature pre-K experts or address pertinent topics. Notably, training on adapting materials for students with disabilities and English Language Learners—areas teachers identified as critical—was among the least covered. Teachers voiced a pronounced need for additional training in these domains, as well as in areas such as math instruction and managing student behavior.
While pre-K teacher salaries saw modest increases between 2024 and 2025, a decline in benefits was also reported. Despite these mixed conditions, the percentage of teachers intending to leave their positions decreased from 18% to 14%, suggesting that the overall climate for pre-K educators may be improving, albeit slowly.
In terms of educational technology, teachers largely hold a positive outlook toward tech tools but express reservations regarding screen time and developmental appropriateness. The reports provide the first nationally representative insights into the use of generative AI tools among pre-K educators; only 29% reported using such tools in the 2024-2025 academic year, with a mere 9% using them on a daily or weekly basis.
Pre-K education is increasingly recognized for its role in early learning, laying the groundwork for lifelong success. As more children enroll in school-based pre-K programs, understanding the experiences of pre-K teachers becomes essential for states, districts, and school leaders seeking to design and implement high-quality early learning initiatives.
The findings from RAND, led by researchers Ashley Woo and Jordy Berne, underscore the need for curriculum developers and education technology providers to close existing gaps by crafting inclusive and developmentally appropriate solutions. Meanwhile, policymakers are encouraged to enhance teacher retention by offering competitive pay and benefits.
For full access to the reports and data, visit RAND.org.
About RAND
RAND is a nonprofit, nonpartisan research organization that addresses public policy challenges with the goal of making communities around the world safer, healthier, and more prosperous.
CONTACT: Elizabeth Steiner
RAND
[email protected]
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