Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56SUMMARY OF PROPOSALS | 6 ACTION STEPS 4 To better coordinate education policy in the state, all publicly funded pre-K programs should be under the authority of the State Department of Education. 4 The state will support early childhood education by providing or reallocating funds and modifying policies to ensure a simplified, coordinated system for supporting early childhood development across health and education programs so that all students who want to attend have access to developmentally appropriate preschool and all-day kindergarten. 4 The state will establish and strengthen competency-based requirements for all early care and education professionals working with children birth to age 8, including credentialing and ongoing professional development. 4 The state licensure process for private preschools will ensure that all preschools in Connecticut offer high quality, developmentally appropriate programs. 4 The higher education system will strengthen or develop programs to prepare early care and education professionals to meet the needs of all young children across all early care and education settings. 4 The state should develop a support system that will help districts assess their pK-3 continuum and to develop and implement activities to strengthen the quality of the continuum. Current status Connecticut leads the nation in access to preschool. In Connecticut, 63% of 3- and 4-year olds attend preschool, compared with 46% nationally (the range across states is 30% to 63%).4 During the 2012-13 school year, roughly half of Connecticut’s school districts offered full-time kindergarten to all of their students. By 2015, that percentage had risen to 93%.5 The University of Connecticut offers a focused early childhood leadership program for both aspiring and existing school leaders. 20% 0% 40% 60% 80% 100% 20% 0% 40% 60% 80% 100% CONNECTICUT (63%) RANGE ACROSS STATES (30% - 63%) NATIONAL (46%) 2015 (93%) 2012-2013 (+/-50%) 3- AND 4-YEAR OLDS ATTENDING PRESCHOOL 20% 0% 40% 60% 80% 100% 20% 0% 40% 60% 80% 100% CONNECTICUT (63%) RANGE ACROSS STATES (30% - 63%) NATIONAL (46%) 2015 (93%) 2012-2013 (+/-50%) % CT SCHOOL DISTRICTS OFFERING FULL-TIME KINDERGARTEN TO ALL STUDENTS For specific recommendations on Start With Early Childhood see Appendix page 39. EXECUTIVE SUMMARY | 6