Inequities in Early Care and Education: What Is America Buying?

Abstract

This article examines the relation between the quality of child care program and family income through a regression analysis of 99 child care centers in Boston. Once this relation is established, a categorical analysis of high-, middle-, and low-income programs demonstrates in concrete terms for policymakers the differences between programs. For example, teachers in programs that served upper-income families received 25% more in salary than teachers in programs that served predominantly low- and moderate-income families. The implications of these findings are discussed and placed in the context of existing governmental policies that support lower quality care.