In the United States, more children tend to be enrolled in public kindergartens rather than private kindergartens. In 2021, about 3.58 million children were enrolled in public kindergartens, up from 2.7 million in 1980.

In 2022, about 32 percent of 4-year-olds were enrolled in state pre-kindergarten, while six percent of 4-year-olds were enrolled in Head Start in the United States. Head Start is a federal program that promotes the school readiness of children ages birth to five years from low-income families.

Comprehensive dataset of 20,001 Kindergartens in United States as of June, 2025. Includes verified contact information (email, phone), geocoded addresses, customer ratings, reviews, business categories, and operational details. Perfect for market research, lead generation, competitive analysis, and business intelligence. Download a complimentary sample to evaluate data quality and completeness.

For the 2021-2022 school year, about 53,293 children in New Jersey were enrolled in pre-K programs. Around 1.5 million children across the United States were enrolled in pre-K programs in that year.

Nursery schools' biggest challenge at the moment has been dubbed the "childcare cliff." As crucial American Rescue Plan Act (ARPA) funding ended and additional appropriations were cut out of legislation, nursery schools inherited the cost of maintaining attractive salaries in an environment where inflation pushed workers' living expenses through the roof. Nursery schools are forced to cut staff and limit capacity or impose tuition hikes. Some nursery schools successfully passed some costs on as over half of US families lack meaningful access to licensed care, giving them little influence over nursery school prices. Still, underwhelming enrollment has exacerbated a labor shortage and weighed on profit as nursery schools struggle to offer enticing wages. Nursery schools that cater to middle-income families have especially struggled with the childcare cliff and labor shortage. Middle-class families squeezed by inflation have increasingly looked to alternative childcare instead of nursery schooling, forcing many schools to permanently close. On the other hand, higher-income families continue to seek formal childcare, and nursery schools in underprivileged communities still receive substantial federal assistance. The moderate success of high- and low-end nursery schools has offset others' challenges and kept revenue on the rise at a CAGR of 1.0% to an estimated $17.0 billion over the five years through 2024. Revenue is set to dip 1.7% in 2024 alone. Families will have more to spend on child care as earnings and per capita disposable income climb through the next period. Nursery schools that cater to high-income parents will leverage reduced price sensitivity to charge higher tuition and overcome labor-related issues. At the same time, falling interest rates will lead to job creation and rising employment, leaving fewer parents at home to care for their kids themselves. Some states, like Alabama and Idaho, are bolstering nursery schools by making up for the lack of federal funds, so continuing closures will vary by state. Still, nursery schools will face continued headwinds as birth rates decline in the US and the number of children in need of care shrinks. Revenue is set to swell at a CAGR of 0.5% to $17.4 billion through the end of 2029.

Comprehensive dataset of 654 Kindergartens in Ohio, United States as of July, 2025. Includes verified contact information (email, phone), geocoded addresses, customer ratings, reviews, business categories, and operational details. Perfect for market research, lead generation, competitive analysis, and business intelligence. Download a complimentary sample to evaluate data quality and completeness.

For the 2019-20 school year, about 6,329 U.S. dollars were spent per child enrolled in pre-kindergarten programs across the United States. For students enrolled in the Head Start program, about 10,955 U.S. dollars were spent per child.

This dataset provides information on 1,526 in Texas, United States as of June, 2025. It includes details such as email addresses (where publicly available), phone numbers (where publicly available), and geocoded addresses. Explore market trends, identify potential business partners, and gain valuable insights into the industry. Download a complimentary sample of 10 records to see what's included.

This Public Schools feature dataset is composed of all Public elementary and secondary education facilities in the United States as defined by the Common Core of Data (CCD, https://nces.ed.gov/ccd/ ), National Center for Education Statistics (NCES, https://nces.ed.gov ), US Department of Education for the 2017-2018 school year. This includes all Kindergarten through 12th grade schools as tracked by the Common Core of Data. Included in this dataset are military schools in US territories and referenced in the city field with an APO or FPO address. DOD schools represented in the NCES data that are outside of the United States or US territories have been omitted. This feature class contains all MEDS/MEDS+ as approved by NGA. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the Place Keyword section of the metadata. This release includes the addition of 3065 new records, modifications to the spatial location and/or attribution of 99,287 records, and removal of 2996 records not present in the NCES CCD data.

Abstract (en): The Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) focuses on children's early school experiences beginning with kindergarten through fifth grade. It is a nationally representative sample that collects information from children, their families, their teachers, and their schools. ECLS-K provides data about the effects of a wide range of family, school, community, and individual variables on children's development, early learning, and early performance in school. This data collection contains the wave of data collected in the spring of third grade (2002). The third-grade data collection includes information about the diversity of the study children, the schools they attended, and their academic progress in the years following kindergarten. Other variables include child gender, child race, family background, childcare, childcare arrangements, food security, hours per week in child care, socioeconomic status, household income, highest level of education for parents and students, parents' employment status, teachers' evaluation practice, and usefulness of different activities in the classroom. ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Checked for undocumented or out-of-range codes.. Datasets:DS0: Study-Level FilesDS1: Third Grade Child DataDS2: Round 5 Base Weights and Adjustment FactorsDS3: Cross-Round Weight StatusDS4: Third Grade Child Data: C45CW0 - child assessment data for both spring-first grade and spring-third grade (Online Analysis Only)DS5: Third Grade Child Data: C45PW0 - parent interview data for both spring-first grade and spring-third grade (Online Analysis Only)DS6: Third Grade Child Data: C245CW0 - child assessment data for spring-kindergarten and spring-first grade and spring-third grade (Online Analysis Only)DS7: Third Grade Child Data: C245PW0 - parent interview data for spring-kindergarten and spring-first grade and spring-third grade (Online Analysis Only)DS8: Third Grade Child Data: C1_5FC0 - child assessment data for four rounds of data collections (Online Analysis Only)DS9: Third Grade Child Data: C1_5FP0 - parent interview data for four rounds of data collection (Online Analysis Only)DS10: Third Grade Child Data: C1_5SC0 - child assessment data for all five rounds of data collection (Online Analysis Only)DS11: Third Grade Child Data: C1_5SP0 - parent interview data for all five rounds of data collection (Online Analysis Only)DS12: Third Grade Child Data: C5PW0 - parent interview data for third grade (Online Analysis Only)DS13: Third Grade Child Data: C5CPTW0 - child assessment data for third grade combined with third grade parent interview data and third grade teacher data (Online Analysis Only) Children and their families, teachers, and schools in the United States. ECLS-K utilized a multistage probability sample design to select a nationally representative sample of children attending kindergarten in 1998-1999. The Third Grade sample consisted of all children who were base year respondents and children who were brought into the sample in spring-first-grade wave through the sample freshening procedure described in section 4.3 of the manual and their families, teachers, and schools. The first-grade data collection targeted base-year respondents, in which a case was considered responding if there was a completed child assessment or parent interview in fall- or spring-kindergarten. While all base-year respondents were eligible for the spring-first-grade data collection, the effort for fall-first-grade was limited to a 30-percent subsample. The spring student sample was freshened to include current first graders who had not been enrolled in kindergarten in 1998-1999 and, therefore, had no chance of being included in the ECLS-K base-year kindergarten sample. For both fall- and spring-first grade, only a subsample of students who had transferred from their kindergarten school was followed. The third-grade data collection targeted base-year respondents and children sampled in first grade through the freshening operation. As in the first-grade data collection, only a subsample of students who had transferred...

Graph and download economic data for Employed full time: Wage and salary workers: Preschool and kindergarten teachers occupations: 16 years and over: Men (LEU0254590800A) from 2000 to 2024 about kindergarten, preschool, occupation, full-time, males, salaries, workers, 16 years +, education, wages, employment, and USA.

The State of Preschool Yearbook is annual review of access to, quality standards in, and resources devoted to state-funded preschool programs for 3- and 4-year-old children in the 54 programs in 40 states and the District of Columbia providing such programs, based on a survey of administrators of state-funded preschool programs. This edition of data covers the 2011-2012 school year, and accompanies the 2012 State of Preschool Yearbook.

The Early Childhood Longitudinal Study Kindergarten Class of 1998-1999, Kindergarten-Eighth Grade Full Sample includes the kindergarten, first, third, fifth, and eighth grade data collections for the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K). Unlike the public-use longitudinal files released in previous rounds, this file contains all data for all ECLS-K sample cases that have been publicly released in any of the rounds. Thus, it can be used for within-year (cross-sectional) analyses of any round of data collection and cross-year (longitudinal) analyses of combinations of rounds. It focuses on children's early school experiences beginning with kindergarten through eighth grade. It is a nationally representative sample that collects information from children, their families, their teachers, and their schools. ECLS-K provides data about the effects of a wide range of family, school, community, and individual variables on children's cognitive, social, emotional, and physical development, their early learning and early performance in school, as well as their home environment, home educational practices, school environment, classroom environment, classroom curriculum, and teacher qualifications. The list below summarizes each wave of this study. 1998-1999 (the Kindergarten year-Rounds 1 and 2): The ECLS-K child assessments, parent interviews, and teacher questionnaires were conducted in the fall. Children, parents, and teachers participated again in the spring, along with school administrators. 1999-2000 (the First grade year-Rounds 3 and 4): The ECLS-K conducted child assessments and parent interviews for a 30 percent sub-sample in the fall. The full sample of children, parents, teachers, and school administrators participated in the spring. 2002 (the Third grade year-Round 5): The ECLS-K conducted child assessments and parent interviews in the spring. Teachers and school administrators completed questionnaires. 2004 (the Fifth grade year-Round 6): The ECLS-K conducted child assessments and parent interviews in the spring. Teachers and school administrators completed questionnaires. 2007 (the Eighth grade year-Round 7): The ECLS-K followed the children into middle school. Information was collected from the children, their parents, teachers, and school administrators. For more detailed information about this data collection, please refer to the user guide.

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US Early Childhood Education Market Size 2025-2029

The US early childhood education market size is forecast to increase by USD 5.37 billion at a CAGR of 4.1% between 2024 and 2029.

The market is experiencing significant growth due to several key factors. One major trend is the increasing number of parents returning to the workforce, leading to a rising demand for high-quality early childhood education programs. Another growth driver is the launch of new education initiatives aimed at improving early childhood development and preparing children for future academic success. The child education system is evolving, with technology-driven innovations such as artificial intelligence, machine learning, applied learning, and personalized learning playing a significant role. However, the market also faces challenges such as workforce shortages and high turnover rates, which can impact the quality of education and consistency for children. Addressing these challenges through strategies like increased funding for teacher training and retention programs will be crucial for the continued growth of the market.

What will be the Size of the market During the Forecast Period?

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The market encompasses a range of services and programs designed to foster psychological, social, emotional, and biological development in young children. With a growing awareness among parents and policymakers of the importance of early childhood development, the market has seen significant activity in recent years. Play-based learning, social development, and emotional preparedness are key focus areas, with an emphasis on creating high-quality learning environments that support childcare workforce professional development and early literacy, numeracy, and creativity. 


Early intervention programs address developmental milestones and special needs, while preschool enrollment and kindergarten programs aim to ensure school readiness. Funding and subsidies play a crucial role in making early childhood education more accessible and affordable for working parents. Innovation In the sector includes the integration of technology such as augmented reality and virtual reality, dual language programs, and social-emotional learning. Overall, the market continues to evolve, driven by ongoing research and a commitment to providing comprehensive, developmentally appropriate programs for young children.

How is this market segmented and which is the largest segment?

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

School Level

  Preschool
  Kindergarten
  Day care


Sector

  Public
  Private


Type

  Full work day
  Part day
  Full school day


Geography

  US

By School Level Insights

The preschool segment is estimated to witness significant growth during the forecast period. A key feature of preschools is their structured learning environment, which emphasizes early academic concepts. This structured approach helps children develop foundational literacy, numeracy, and cognitive skills. Additionally, preschools incorporate play-based learning, which encourages exploration and creativity. This method of learning through play is fundamental to preschool education, as it fosters a love for learning and supports the development of critical thinking skills.

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Market Dynamics

Our market researchers analyzed the data with 2024 as the base year, along with the key drivers, trends, and challenges. A holistic analysis of drivers will help companies refine their marketing strategies to gain a competitive advantage.

What are the key market drivers leading to the rise in adoption of US Early Childhood Education Market?

Rising parental workforce participation is the key driver of the market. The Early Childhood Education (ECE) market In the US is experiencing significant growth due to the increasing number of earning parents. According to the US Bureau of Labor Statistics, the percentage of children under six with both parents In the workforce increased from 65% in 2015 to 69% in 2023. This trend is particularly prominent in MidWestern and North Eastern states. This shift in workforce demographics has led to a heightened demand for dependable and superior ECE programs. Trained professionals, comprehensive child development, and evidence-based practices are becoming essential components of these programs. Early childhood learning is recognized as crucial during the impressionable age, and educational institutions are integrating technology-integrated classrooms, interactive whiteboards, online learning platforms, educational apps, and self-directed play to cater to individual needs.
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This dataset provides information on 56 in Alaska, United States as of June, 2025. It includes details such as email addresses (where publicly available), phone numbers (where publicly available), and geocoded addresses. Explore market trends, identify potential business partners, and gain valuable insights into the industry. Download a complimentary sample of 10 records to see what's included.

Report on Demographic Data in New York City Public Schools, 2017-18 in response to local law 59. Pre-K data includes students in 3-K. Test results, as provided in this report, only count students who were actively enrolled as of October 31, 2017. Therefore, they do not match numbers publicly available elsewhere, which include all test takers.

A spreadsheet of the data shared in the printed 2019 Pre-K Admissions Guide distributed by the Office of Student Enrollment. The directory includes the schools participating in the Fall 2019 Pre-K for All application process as of December 2018.

For the 2021-2022 school year, about 16,728 U.S. dollars were spent per child enrolled in pre-kindergarten programs in New Jersey. In the same year, Oregon spent about 13,489 U.S. dollars per child enrolled in pre-K programs.

Early childhood learning centers were supported through the current period's volatility and saw revenue growth despite headwinds. The COVID-19 pandemic brought mass layoffs and work-from-home policies, giving parents ample time to care for and teach their children and dampening demand for learning centers as childcare options. Still, early childhood education's market acceptance helped learning centers avoid more severe losses as parents still enrolled their children in half-day programs to promote social and academic development. Government backing more than made up for losses through the current period, and revenue has been climbing at a CAGR of 3.6% to an estimated $22.6 billion over the five years through 2024. In support of the staggering economy, the government stepped in with the American Rescue Plan Act (ARPA) in March 2021. By allocating nearly $40.0 billion to early childhood learning centers and childcare services, ARPA helped the industry retain employees amid slumping demand. Revenue accordingly skyrocketed in 2021, leading to a slight uptick in profit. Early childhood learning centers catering to lower-income communities have benefited from substantial funding increases for programs like Child Care Development Block Grants (CCDBGs), Head Start and universal prekindergarten. Funding will continue surging in 2024, and revenue is set to grow by 1.2% in 2024 alone. Learning centers are expected to face a steady revenue decline through the next period. Declining birth rates will shrink the market, making it difficult for early education centers to replace graduating classes. Internal competition will heat up as demand contracts, inciting tuition rate drops that strain profit. Rising unemployment rates will again give parents more time to care for their children, leading them to choose to teach them on their own or to send them to affordable half-day programs. Despite these challenges, the ongoing financial support from government programs like the Child Care Development Fund (CCDF) will help buoy early educators and stave off more serious losses. Early childhood learning centers' revenue is set to sink at a CAGR of 1.9% to $20.6 billion through the end of 2029.

2018 Manhattan Kindergarten Directory