New Brunswick, NJ – A new report from the National Institute for Early Education Research (NIEER) reveals Maryland spends more per child on preschool than nearly every other state, ranking fourth nationally. Despite this, the state falls short of two key quality standards and ranks 21st for preschool enrollment of 3- and 4-year-olds, aligning with the national average. The findings, released on May 7, 2025, highlight both Maryland’s investment in early education and areas needing improvement.
The report, coauthored by Allison Friedman-Krauss, associate research professor at NIEER, indicates Maryland’s high spending is sufficient to support its preschool programs. “Maryland was one of the 13 states that was, we’re seeing, adequately funded,” Friedman-Krauss reported. “They have a pretty high per child spending rate when you include the local dollars that go into the programs. They’re spending enough for their kids right now.” Only the District of Columbia, Oregon, and New Jersey outspend Maryland on preschool services.
Maryland’s enrollment rate, however, remains average, with 21st place nationally for 3- and 4-year-olds attending preschool. Friedman-Krauss emphasized that this is not due to inadequate funding but other factors, such as access or program structure. The state’s per-child spending, bolstered by local contributions, supports a robust framework for early education, yet quality gaps persist.
The NIEER report evaluates preschool quality based on 10 standards, two of which Maryland failed to meet. One unmet standard requires assistant teachers to hold a Child Development Associate (CDA) credential, a certification ensuring competency in early childhood care. “Some training in early childhood education is what we’re looking for,” Friedman-Krauss explained. “When assistant teachers have that training, they’re just better able to support the children educationally in the classroom. It’s not that they’re just taking them to the bathroom. They can do more to really help the teacher, so that the teacher and the assistant teacher can work as a teaching team.”
The second unmet standard involves the lack of regular coaching for preschool teachers, which Friedman-Krauss noted is critical for professional development and classroom effectiveness. She acknowledged Maryland’s progress, stating the state is close to meeting these standards. “Maryland is doing well,” she added, urging the state to prioritize adding consistent coaching for teachers to elevate program quality.
Maryland’s high spending reflects a commitment to early education, with local and state funds creating a strong financial foundation. The state’s preschool programs serve a diverse population, aiming to prepare young children for academic success. However, the report suggests that addressing the two unmet quality standards—assistant teacher credentials and teacher coaching—could further strengthen outcomes.
The NIEER’s annual report provides a benchmark for states to assess preschool access, funding, and quality. Maryland’s position as a top spender underscores its investment in young learners, but the average enrollment rate indicates room for growth in participation. By refining teacher support and credentials, Maryland could align more closely with leading states like New Jersey and Oregon.
