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Improve Pre-School Programs

CAPSS has supported the growth and integration of programs for three- and four-year-olds for over 60 years, since the beginnings of Head Start in 1965. Moreover, CAPSS agrees with the long-range plan and recommendations of the CT Commissioner of Early Childhood and the Governor’s Blue Ribbon Panel, and supports the equitable compensation of early childhood workers as a number one priority. However, this will necessitate a major infusion of State funds. The state funding of pre-school began in 1997 as one response to Sheff vs. O’Neill, and funding grew for approximately 10 years. Unfortunately, but for federal funds, the State financial commitment to three- and four-year-olds has been relatively frozen for the last 20 years.

CAPSS believes in the continued use of many providers: private and public, Head Start, school systems, etc., but with greater clarity around the role of local leaders, the capacity of local district leadership and greater use of the resources of school districts.  In most communities, the “coordinating” role for serving three- and four-year-olds has been the School Readiness Council. 

One new option is for the local school district to accept a broader role. This is important to achieve a clearly defined integration of preschool with the K-12 system. In order to reach each child, this “coordination infrastructure,” with multiple providers, should be encouraged and supported. The State could provide new (small) incentive funds to encourage school districts, who so choose, to take on this broader role as directed by the readiness council and accepted by the Superintendent of Schools. The district could engage in: communications with families, data gathering, evaluation, professional development, and student assessments to enhance the quality of preschool and provide seamless integration from preschool to grade 12.

The content of the curricular programs for three- and four-year-olds should be clearly defined by the State in both the outcomes and the experiences for children. CAPSS also believes strongly in serving the whole child and the whole family, and advocates for wraparound programs and year-round approaches that often include Family Resource Centers, School Based Health Clinics and before and after school childcare services. Lastly, the recent statewide emphasis on early reading success makes coherent communication with all providers on the “science of reading” absolutely essential.

While Connecticut has been a leader, nationally, in serving an increasing percentage of three- and four-year-olds, it is imperative that the preschool experience be a quality one for every child in Connecticut.

State policy and leadership should focus its resources on the communities and families with the greatest need for preschool programs.

CONNECTICUT’S EXPERIENCE AND SIGNIFICANT NATIONAL RESEARCH HAVE ESTABLISHED A DIRECT AND CAUSAL RELATIONSHIP BETWEEN A QUALITY PRE-SCHOOL EXPERIENCE AND LATER STUDENT SUCCESS THROUGHOUT SCHOOL, FURTHER EDUCATION AND LIFE.

CAPSS RECOMMENDATION

The Governor and General Assembly should:

Begin the sustainable, annual and incremental implementation of the Blue Ribbon Panel’s Early Childhood Plan, and add incentive funds for school districts willing and able to take on a community-defined broader role to enhance the quality of programs and build a better bridge to kindergarten.