4.  Invest Early in All Children

Connecticut’s future depends on its commitment to every learner, beginning at the earliest ages. 

A.  Early Childhood

The State’s new and significant transformative investment of $300 million in an endowment for preschool quality and access – provides opportunities for School Readiness Councils, providers and school districts to grow and improve in every aspect of serving three- and four-year-olds. 

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 Connecticut 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. 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.  

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. 

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.

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.

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

B.  Early Literacy

The statewide effort to improve early reading outcomes – anchored by the Science of Reading MasterClass – must continue with stronger support for teacher training, evidence-based materials and progress monitoring.

Countless research studies have established the importance of early reading success for every child – at the earliest age possible. This requires: focused instruction, often one-on-one work between a well-trained teacher and student; the use of “Science of Reading” materials; and the partnership of a school and home environment -- with student-chosen reading materials that motivate the child to continue their reading on their own and for pleasure. 

Many reading education experts have criticized the fact that those students struggling to acquire these basic reading skills – are not provided the extra time, focus and tutoring needed to succeed. There must be a more relentless pursuit of reading success for each and every student by the end of first grade.