This case study looks at how Minnesota has continued sustaining compensation initiatives for its early care and education (ECE) workforce, even after federal pandemic relief funds ended. The state has maintained this work through cross-agency partnerships and persistent advocacy.
Our analysis draws on interviews with educators, advocates, and state administrators, along with extensive background research. Together, these sources help explain Minnesota’s financial and political context and how the state built momentum for lasting change.
Minnesota exemplifies what sustained state leadership on compensation can look like without federal support. While many states used federal pandemic relief funds for temporary wage boosts, Minnesota focused on making those gains last through its Great Start Compensation Support Payment Program.
The state’s approach reflects a simple but powerful belief: fair and stable compensation is foundational for a high-quality early learning system. By embedding compensation in long-term system planning, Minnesota offers lessons for how other states can transform temporary relief into enduring policy solutions.
This case study is part of our collaborative work with the Early Educator Investment Collaborative (EEIC) on the Compensation Capacity-Building Community of Practice. It continues our series on state progress in ECE compensation. To learn more about our work with EEIC, visit the project website.
Suggested Citation
Lee, H., Muñoz, S., & McLean, C. (2026). Progress Through Persistence and Partnership: Minnesota’s Collaborative Effort to Advance Early Educator Compensation. Center for the Study of Child Care Employment, University of California, Berkeley. https://cscce.berkeley.edu/publications/case-study/minnesota/
