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Kindergarten teachers

Official title Kindergarten Teachers, Except Special Education (SOC 25-2012)

Also called K teacher, KG teacher, Kindergarten educator, Kindergarten instructor, K-year teacher

In brief

In May 2025, BLS counted 108,870 US kindergarten teachers, with median pay of $62,680 a year. Of the BLS counts since 2003, the highest was 181,810, in May 2009. The earliest figure here is an estimate of 7,500 from 1900, not measured the same way as today's count. The last full technology era for kindergarten teachers: ClassDojo, Seesaw, and digital school-home communication platforms, 2015 to 2023.

What the sources say

Official outlook

BLS projects little or no change in employment from 2025 to 2035 (-0.3%).

BLS Employment Projections 2025-35

AI exposure studies

Data as of BLS OEWS May 2025; BLS Employment Projections 2025-35. BLS publishes these counts as yearly survey snapshots and cautions against reading them as a precise trend. In May 2021 BLS changed how it estimates these counts (a model-based method using three years of survey data) and moved fully to the 2018 occupation codes, so part of a change across 2021 can come from the method rather than the work.

Last updated .

Cite this page
APA

Future History. (2026, October 11). Kindergarten teachers: jobs and pay since 1900 [Data set; data as of BLS OEWS May 2025; BLS Employment Projections 2025-35]. https://futurehistory.earth/timeline/25-2012

Chicago

Future History. "Kindergarten teachers: jobs and pay since 1900." Data as of BLS OEWS May 2025; BLS Employment Projections 2025-35. Last modified October 11, 2026. https://futurehistory.earth/timeline/25-2012.

BibTeX

@misc{futurehistory_25_2012, author = {{Future History}}, title = {Kindergarten teachers: jobs and pay since 1900}, year = {2026}, month = oct, howpublished = {\url{https://futurehistory.earth/timeline/25-2012}}, note = {Last updated 2026-10-11. Data as of BLS OEWS May 2025; BLS Employment Projections 2025-35}, }

The access date is today's date on your device.

drag to travel through time
187519001925195019752000now
2026
Known then as Kindergartner / Kindergarten Mistress (private, charitable, and immigrant-community model)
Known then as Kindergarten Teacher / Kindergarten Directress (public school expansion era)
Known then as Kindergarten Teacher (standardized public school system)
Known then as Kindergarten Teacher (post-ESEA era: Title I funding, teacher certification requirements)
Known then as Kindergarten Teachers, Except Special Education (BLS SOC 25-2012)
Known today as Kindergarten Teachers, Except Special Education (BLS SOC 25-2012)
Projected to still be called Kindergarten Teachers, Except Special Education (BLS SOC 25-2012)
Data from the May 2025 survey
US Employment
109K
Est.

Stated in source: BLS OEWS

Official statistic
Report an error
Median Annual Wage
$62,680
Est.

≈ $61,073 in 2024 prices (derived by us, CPI-adjusted)

Official statistic
Report an error
Beat · 1856

Fall 1856: Margarethe Meyer Schurz opens the first kindergarten in the United States in her living room in Watertown, Wisconsin, for her daughter Agatha and four young cousins. The class is conducted in German. Schurz had trained with Friedrich Froebel's disciples in Germany. Three years later she meets Elizabeth Peabody, who opens the first English-language kindergarten in Boston in 1860 and spends the next three decades establishing the kindergarten movement across the United States.

Beat · 1873

September 1873: Susan Blow opens the first publicly funded kindergarten in the United States at the Des Peres School in Carondelet, a neighborhood of St. Louis, Missouri. The school superintendent William Torrey Harris supports the experiment. Within three years, Blow's program employs fifty teachers and serves over 1,000 students; by 1883, every public school in St. Louis has a kindergarten. Blow also begins training kindergarten teachers, including several African American women who become leaders of the kindergarten movement.

Beat · 1900

By 1900, according to a Bureau of Education report, there are 7,557 kindergartens in the United States enrolling 353,546 children, approximately 5% of the 4-6 age cohort. Kindergarten teacher training schools exist in every major US city. The International Kindergarten Union, founded in 1892, provides a professional network for the growing kindergarten teacher workforce, most of whom are women.

Beat · 1965

The Elementary and Secondary Education Act (ESEA) of 1965, signed by President Johnson, introduces Title I funding for schools serving low-income children. Title I money funds the expansion of public kindergarten programs in underserved districts throughout the late 1960s and 1970s. The Act initiates the federal role in public kindergarten funding that continues through NCLB and ESSA. By 1965, 26 states had established state funding for public kindergarten; 14 more states follow during the 1970s.

Beat · 1969

November 10, 1969: Sesame Street premieres on public television. The show was designed by the Children's Television Workshop specifically to close the school-readiness gap between lower-income and higher-income kindergarteners, using entertainment to teach letter recognition, number sense, and social skills. Kindergarten teachers across the country report that by 1970, the entering cohort of students arrives with substantially more alphabet and number knowledge than in previous years, requiring a significant revision of opening-weeks curriculum.

Beat · 1983

"A Nation at Risk," the 1983 report by the National Commission on Excellence in Education, triggers a wave of state education reform legislation throughout the 1980s. Though focused primarily on high school graduation rates and college readiness, the report's emphasis on standards and teacher quality accelerates the certification requirements for kindergarten teachers. By the end of the decade, a bachelor's degree in education with an early-childhood or elementary endorsement becomes the de facto standard for public school kindergarten positions in most states.

Beat · 2001

The No Child Left Behind Act (NCLB), signed January 8, 2002, imposes annual standardized testing requirements on grades 3-8 and once in high school, but its accountability pressure cascades into kindergarten: kindergarten teachers increasingly face pressure to demonstrate "readiness benchmarks" for entering first grade, narrowing play-based curriculum in favor of academic-skill preparation. Research in the years after NCLB documents a substantial reduction in time devoted to play, arts, music, and social-emotional development in kindergarten programs, replaced by literacy and numeracy skill-drilling.

Beat · 2020

March 2020: Public school kindergartens across the United States close due to COVID-19 and pivot to remote instruction. Five-year-olds attend Zoom kindergarten. The developmental incongruity is immediately apparent to teachers and researchers: kindergarteners cannot sustain attention on a screen for a school day, cannot manage the technology independently, and cannot receive the co-regulation and social scaffolding that defines developmentally appropriate kindergarten practice. Post-pandemic assessments document persistent literacy and numeracy deficits in the 2020-2021 kindergarten cohort compared to pre-pandemic cohorts. Teacher attrition and burnout spike, contributing to the educator shortage that drives state-level salary increases in 2022-2024.

How to read this number

OEWS is a point-in-time survey snapshot, not a continuous time series; BLS advises against using it for year-over-year trend comparison.

Each dot is a cited figure over time; the dotted line only links them (values between aren't measured). Hollow dots are estimates.

Official statistic: Copied by a script from a statistics agency table or a published study's table, not retyped by hand. BLS figures and the forecast and exposure tables are also re-checked against that table on every data run. Researched context: Researched from the cited source rather than copied from it by a script, so it is not machine-checked yet. Spot a mistake? Each figure has a “Report an error” link.

Cited forecasts · present → 2035

Will AI replace kindergarten teachers? What the research says

Each figure is stated by the named source; we publish no forecasts of our own. Where sources disagree, we show the disagreement rather than an average.

Each figure is stated by the named source; we publish no forecasts of our own. Where sources disagree, the spread is the honest signal.

What published forecasts say
Forecast change in the number of people doing this work, as published by each named source. Bars share one scale on every role, centred on zero and reaching the end at ±30%. Grey marks a small change, 3% or less either way.
BLS Employment Projections 2025-35
→ 2035
-0.3%
BLS National Employment Matrix, 2025-35 cycle, line for SOC 25-2012 (Kindergarten teachers, except special education): 111.2 thousand jobs in 2025, projected 110.9 thousand in 2035, a change of -0.3 thousand (-0.3%). Matrix employment counts all jobs in the occupation, including self-employed workers (0.2% of this occupation in 2025). The average for all occupations in this cycle is +3.5%.
Official statisticReport an error
How exposed is this work to AI (research measures)
Scores as published by each study. Each row says what it measures. These measure what AI could technically do, not forecasts of jobs lost.
Eloundou et al. (2023), "GPTs are GPTs"
2023 study · Share of tasks exposed to LLMs (β, human-rated)
29.5%
of tasks
What this measures

Published occupation-level exposure from the paper's occ_level.csv for O*NET-SOC 25-2012.00 Kindergarten Teachers, Except Special Education. Shown: human-rated β = 0.295, the share of the occupation's tasks an LLM could do in at least half the time at equal quality, counting tasks that need LLM-powered software at half weight (β = E1 + 0.5 × E2). Other published measures for this occupation: human-rated α (LLM alone) 0.137 and γ (all LLM-assisted) 0.452; GPT-4-rated β 0.233. This measures how much of the work an LLM could touch, not how many jobs disappear.

Official statisticReport an error
Today, in this role

What's changing day to day for kindergarten teachers

Three parts of your work where AI is already doing real lifting, and what stays yours.

AI is sitting alongside you hereSend daily or weekly parent/guardian communications (behavior updates, reading-level milestones, upcoming theme celebrations, and photo documentation of learning activities) using ClassDojo's messaging and portfolio features to share in-moment classroom photos and voice memos with families in real time, and using MagicSchool AI's parent newsletter generator to draft longer weekly family letters from bullet-point notes.

Send daily or weekly parent/guardian communications (behavior updates, reading-level milestones, upcoming theme celebrations, and photo documentation of learning activities) using ClassDojo's messaging and portfolio features to share in-moment classroom photos and voice memos with families in real time, and using MagicSchool AI's parent newsletter generator to draft longer weekly family letters from bullet-point notes.[9],[10]

Tools picking this up
Where your edge is

ClassDojo messaging has replaced kindergarten home-school communication notebooks in most of its 51M+ account districts: families expect real-time photo updates and same-day behavioral feedback, which were previously impossible at kindergarten scale. MagicSchool AI drafts the weekly family newsletter from your bullet notes in a minute. The professional value you add is the one specific, observed detail per child per week ("Amara counted her collection to 37 today without losing track — she's been working on this for three weeks") that turns a generic newsletter into a relationship. That specificity is only available to you, and it's what kindergarten families actually read and save.

AI is sitting alongside you hereGenerate differentiated learning materials and formative activities using MagicSchool AI (producing leveled decodable-text comprehension questions, differentiated phonics worksheets for three reading tiers, IEP goal draft language for kindergarteners with identified needs, and accommodation suggestion summaries before student support team meetings) reviewing and adjusting all AI output for developmental appropriateness before use.

Generate differentiated learning materials and formative activities using MagicSchool AI (producing leveled decodable-text comprehension questions, differentiated phonics worksheets for three reading tiers, IEP goal draft language for kindergarteners with identified needs, and accommodation suggestion summaries before student support team meetings) reviewing and adjusting all AI output for developmental appropriateness before use.[10],[1]

Tools picking this up
Where your edge is

MagicSchool AI's kindergarten-specific differentiation and IEP-goal tools reduce the documentation and materials-prep burden that previously consumed weekends: use the recovered time to observe and document the in-class evidence that makes IEP goal language meaningful rather than boilerplate. A goal that says "Amara will segment 3-phoneme CVC words with 80% accuracy" is only defensible if you've been watching her on ESGI assessment data for six weeks; the AI draft gives you the structural language, you supply the child-specific baseline evidence.

AI is sitting alongside you hereManage AI-assisted independent reading practice during small-group rotation blocks, assigning Amira Learning or Microsoft Reading Coach listening sessions to students at their independent reading level while conducting Guided Reading groups, then reviewing the AI platform's per-student phonics gap reports to identify which children need targeted small-group re-teaching before the next lesson cycle.

Manage AI-assisted independent reading practice during small-group rotation blocks, assigning Amira Learning or Microsoft Reading Coach listening sessions to students at their independent reading level while conducting Guided Reading groups, then reviewing the AI platform's per-student phonics gap reports to identify which children need targeted small-group re-teaching before the next lesson cycle.[11],[13],[14]

Where your edge is

The kindergarten small-group reading rotation model (teacher-led guided reading group + independent stations) was always logistically strained: Amira and Reading Coach make independent reading practice productive rather than just time-managed. Your job shifts from managing behavior at the listening station to interpreting the data dashboard: which students are stuck on CVC blending for three weeks, which ones need consonant digraph re-teaching, which are ready to move to decodable chapter books. The teacher who can translate a phonics gap report into a targeted small-group lesson is adding irreplaceable expert value above the AI scaffold.

Where kindergarten teachers go next

Natural next steps for someone with your foundation: not exits, evolutions.

What each move takes

Kindergarten teachers are a strong pipeline for early childhood instructional leadership: literacy coach, early childhood coordinator, assistant principal, and curriculum director roles all draw from K-2 teaching ranks. The 2025-2026 pressure on schools to select AI tools appropriate for young learners (NAEYC-aligned, developmentally appropriate, COPPA/FERPA compliant) has created demand for school leaders who understand both early childhood pedagogy and EdTech vetting. Kindergarten teachers who have led ESGI rollouts, built ClassDojo family-engagement protocols, and navigated parent communication about AI for 5-year-olds are among the strongest candidates for early childhood literacy-coach and dean tracks.

What you'd add
  • · School finance and EdTech procurement: per-pupil expenditure, Title I allocation, ESSA evidence-tier evaluation for K-2 tools
  • · Instructional supervision: conducting classroom observations with formal frameworks (Danielson Domain 1-4) for early childhood settings
  • · Early childhood program design: multi-tiered support systems (MTSS), Tier 2 intervention scheduling, kindergarten readiness assessment frameworks (Kindergarten Entry Assessment)
  • · K-12 AI policy for young learners: COPPA compliance, NAEYC technology guidance, parent communication about AI tools in K-2
  • · Administrator certification or licensure (state-specific; typically requires a principal preparation program or instructional coaching credential)
What it takesSome new skills to pick up
Tools of the era

How has the work of kindergarten teachers changed since 1856?

The tools that defined the work, one line per era. Select an era to see how it reshaped the work.

  • Froebel gifts and occupations (structured play materials)

    Friedrich Froebel designed a set of wooden blocks, balls, rings, tiles, and weaving materials he called "gifts" and "occupations" to guide young children through stages of discovery. These were the first purpose-built pedagogical tools for kindergarten-age children, and their use defined what a trained kindergarten teacher knew and did. A "kindergartner" in the 1860s-1890s was distinguished from an ordinary elementary teacher by mastery of the Froebel method: the specific sequence of gift presentations, the songs and finger plays accompanying them, and the theory of child development underlying the whole system. Teacher-training programs established by Elizabeth Peabody and later by Susan Blow and the International Kindergarten Union existed specifically to transmit Froebel competency.

    Effect on the work

    The Froebel system defined the professional identity of the kindergarten teacher, distinguishing the role from general elementary teaching. It created a cottage industry of teacher training and certification programs by the 1880s, all of which assumed hands-on mastery of the Froebel materials.

  • Standardized curriculum guides and developmental-psychology frameworks (Dewey, Hall, Gesell)

    The early twentieth century brought a decisive shift in how kindergarten was conceptualized. G. Stanley Hall's child-study movement (1880s-1910s) introduced systematic observation and developmental stage theory; John Dewey's progressive-education philosophy (particularly "School and Society," 1899) repositioned the kindergarten as a child-led, experience-based community rather than a Froebel-drill classroom. By the 1930s, Arnold Gesell's developmental norms (published from the Yale Clinic of Child Development) gave kindergarten teachers a common vocabulary of developmental milestones against which to assess children. These were not physical tools but conceptual frameworks that restructured what a kindergarten teacher needed to know and how she was trained. Curriculum guides from the National Education Association and state education departments replaced the Froebel gift sequences as the working script of the classroom.

    Effect on the work

    The shift from Froebelian to developmental-psychology frameworks professionalized kindergarten teaching further, requiring college-level coursework in child development. By 1940, most states required elementary teacher certification for kindergarten positions, and early childhood education as a college major began to emerge separately from general elementary education.

  • Educational television: Sesame Street (1969) and classroom AV equipment

    When Sesame Street premiered on November 10, 1969, it represented the first time that a carefully designed, research-backed educational program had reached kindergarten-age children at scale before they entered a classroom. The program was developed with lower-income families specifically in mind, aiming to close the readiness gap between advantaged and disadvantaged children. The impact on kindergarten teachers was reported as transformative: children arrived in kindergarten in 1970 already recognizing letters and numbers that teachers had previously spent weeks introducing. Teachers reported having to revise their opening-weeks curriculum substantially. Classroom AV equipment (filmstrip projectors, reel-to-reel films, overhead projectors) also became standard in elementary schools through the 1970s, giving kindergarten teachers access to pre-produced visual aids for the first time.

    Effect on the work

    Sesame Street raised the floor of kindergarten readiness, shifting the teacher's opening-weeks focus away from basic letter and number introduction toward higher-level phonemic awareness and numeracy. The show's producers worked with kindergarten teachers during development; the program represents the first example of a media product that explicitly re-scoped the kindergarten curriculum.

  • Personal computers in classrooms (Apple IIe / Mac; Oregon Trail era)

    Apple donated computers to US schools through the 1982 "Kids Can't Wait" program in California, and by the late 1980s the Apple IIe was present in most American elementary school computer labs. The typical kindergarten classroom did not have its own computer until the mid-to-late 1990s, when the Telecommunications Act of 1996 and the E-rate program brought subsidized internet access to public schools. For kindergarten teachers, the early classroom computer era introduced a new set of expectations: children were expected to learn basic mouse and keyboard skills, and educational software publishers (The Learning Company, Broderbund, Mattel Interactive) produced kindergarten-targeted products including "Reader Rabbit" and "JumpStart Kindergarten." Teachers managed these as one of several learning-center rotations. The computer was an addition to the classroom, not a replacement for any existing tool.

  • Standardized assessment systems and data-driven instruction (NCLB era: DRA, DIBELS, SMARTboards)

    The No Child Left Behind Act (2001) and its successor, the Every Student Succeeds Act (2015), introduced accountability requirements that transformed the kindergarten teacher's data-management workload. Benchmark assessments like the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Developmental Reading Assessment (DRA) became standard in kindergarten programs, requiring teachers to conduct individual oral-reading and phonemic-awareness assessments with each student multiple times per year. SMARTboards (first marketed in 1991, widely adopted in schools by 2005-2010) replaced traditional chalkboards and enabled whole-class interactive digital instruction. The combination of mandated assessment cycles and new instructional technology substantially increased the administrative and technical demands on kindergarten teachers, while simultaneously constraining curriculum autonomy through standards-based frameworks.

    Effect on the work

    NCLB's accountability requirements pushed "test prep" pressures downward into kindergarten, reducing time for play-based curriculum in many districts. Research documented a significant narrowing of kindergarten programming between 2001 and 2010: social-emotional learning, art, music, and free play declined as academic-readiness benchmarks expanded.

  • ClassDojo, Seesaw, and digital school-home communication platforms

    ClassDojo (founded 2011) and Seesaw (founded 2012) became the dominant school-home communication platforms in kindergarten through elementary school over the 2015-2023 period. ClassDojo combined a classroom behavior-management point system with a portfolio-sharing and direct-messaging platform; by 2023 it had more than 51 million student accounts globally. Seesaw allowed kindergarten teachers to build digital portfolios for individual students using photos, audio recordings, and short videos, replacing the traditional paper "kindergarten portfolio" and homework folder. These platforms shifted the communication work of kindergarten teaching from paper newsletters and phone calls to real-time digital updates, substantially increasing the frequency and visibility of the teacher's parent-communication function while also adding a new daily digital-content-creation obligation.

  • Remote and hybrid learning (COVID-19 kindergarten disruption: Zoom, Google Classroom)

    The COVID-19 pandemic forced the most abrupt and consequential technology shift in kindergarten teaching history. In March 2020, kindergarten teachers across the United States were required to deliver developmentally inappropriate remote instruction to five-year-olds via Zoom, Google Meet, and Google Classroom platforms designed for adult learners. Research published after the pandemic documented significant learning loss in kindergarten cohorts, particularly in phonics and early numeracy skills, with children who experienced full-remote kindergarten showing persistent deficits in literacy through second grade. For kindergarten teachers, the pandemic clarified both the limits of remote delivery for young children and the irreplaceable developmental value of the physical classroom. Teacher burnout and attrition accelerated substantially in 2020-2022, contributing to the teacher shortage that persisted into 2024.

    Effect on the work

    Kindergarten teacher attrition rose sharply during and after the pandemic: surveys found that sizeable share of early-childhood educators reported intentions to leave the profession in 2021-2022. The post-pandemic period saw significant state-level teacher pay increases as a retention measure, explaining part of the wage growth visible in the 2022-2024 OEWS series.

  • AI assessment and lesson-planning platforms: ESGI, MagicSchool AI, Amira Learning, ClassDojo AI Tutor

    Beginning in 2022 and accelerating sharply through 2024-2025, a cluster of kindergarten-specific AI tools matured to the point of widespread classroom adoption. ESGI (400,000+ teacher accounts by 2025) eliminated the most time-consuming individual assessment ritual in kindergarten: the paper-based one-on-one phonics testing that previously required several minutes per student per cycle, now completed in minutes with instant class-gap reports. MagicSchool AI (5 million+ teacher users by 2025) provided kindergarten-specific lesson-plan templates, IEP goal drafts, and parent newsletter generators that recovered a few hours of weekly planning time. ClassDojo's AI Tutor (launched 2024 for reading and math) gave families a tool for home practice without teacher involvement. Amira Learning provided AI-powered oral reading fluency practice for K-1 students with ESSA Tier II evidence. These tools collectively shifted a meaningful portion of the kindergarten teacher's administrative and assessment burden to AI systems, freeing more professional time for the embodied developmental work that remains human-irreducible.

    Effect on the work

    NAEYC's 2025 updated guidance on AI and young children explicitly affirmed that autonomous AI-mediated instruction is not developmentally appropriate for kindergarteners: the teacher remains physically present and pedagogically essential. AI tools are augmenting the role's administrative overhead, not substituting for the teacher's core developmental function.

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Kindergarten Teachers, Except Special Education employment and pay by year

On record since1856
Latest US employment108,870 (May 2025)Source: BLS OEWS May 2025Official statisticReport an error
Latest US median pay$62,680 (May 2025)Source: BLS OEWS May 2025Official statisticReport an error
Outlook-0.3% by 2035Source: BLS Employment Projections 2025-35Official statisticReport an error
View all 30 years of cited US data, each linked to its source
YearUS employmentAnnual pay (median unless marked)SourceReport
19007,500n/aEst., US Census Bureau Researched contextReport
193030,000n/aEst., NCES Researched contextReport
196060,000$4,995Est., NCES (employment) Researched contextEst., NCES (pay) Researched contextReport
1970n/a$8,840Est., NCES Researched contextReport
1980n/a$16,715Est., NCES Researched contextReport
1990135,000$31,278Est., NCES (employment) Researched contextEst., NCES (pay) Researched contextReport
2000n/a$42,898Est., NCES Researched contextReport
2003162,660$40,160BLS OEWS May 2003 Official statisticReport
2004164,530$41,400BLS OEWS May 2004 Official statisticReport
2005171,290$42,230BLS OEWS May 2005 Official statisticReport
2006165,780$43,580BLS OEWS May 2006 Official statisticReport
2007170,880$45,120BLS OEWS May 2007 Official statisticReport
2008174,530$47,100BLS OEWS May 2008 Official statisticReport
2009181,810$47,830BLS OEWS May 2009 Official statisticReport
2010173,330$48,800BLS OEWS May 2010 Official statisticReport
2011164,910$49,520BLS OEWS May 2011 Official statisticReport
2012157,370$50,120BLS OEWS May 2012 Official statisticReport
2013157,800$50,230BLS OEWS May 2013 Official statisticReport
2014158,240$50,600BLS OEWS May 2014 Official statisticReport
2015158,150$51,640BLS OEWS May 2015 Official statisticReport
2016151,290$52,620BLS OEWS May 2016 Official statisticReport
2017140,660$54,230BLS OEWS May 2017 Official statisticReport
2018131,160$55,470BLS OEWS May 2018 Official statisticReport
2019124,290$56,850BLS OEWS May 2019 Official statisticReport
2020120,080$57,860BLS OEWS May 2020 Official statisticReport
2021120,730$60,900BLS OEWS May 2021 Official statisticReport
2022119,250$60,490BLS OEWS May 2022 Official statisticReport
2023118,580$62,690BLS OEWS May 2023 Official statisticReport
2024114,410$61,430BLS OEWS May 2024 Official statisticReport
2025108,870$62,680BLS OEWS May 2025 Official statisticReport
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