Carolyn Roseman

Rhode Island could be on the path to offering universal prekindergarten for 3- and 4-year-olds under legislation sponsored by Senate Education Committee Chairwoman Hanna M. Gallo and House Education Committee Chairman Joseph M. McNamara.

The Senate recently approved Gallo’s Rhode Island Prekindergarten Education Act, which would establish a state-managed, publicly funded Pre-K program through a mixed-delivery model. The bill now heads to the House, where companion legislation is sponsored by McNamara.

For Gallo, this legislation is the culmination of years of advocacy driven by a core belief: every child deserves an equitable start.

“Once we were able to get the universal kindergarten in place, I didn’t want to stop there,” Gallo said. “Kindergarten was only two and a half hours – by the time they get their coats off, it’s time to go back home. Preschool is about preparation, and right now it’s the very poor and the very rich who can access it. For middle-class families, it’s often out of reach. That’s not fair.”

Her bill proposes a mixed-delivery system that includes Head Start programs, public school districts, licensed centers, family child-care providers, and child-care networks. The goal is to reach at least 70% of the state’s 3- and 4-year-olds as funding becomes available.

Incorporating a range of providers was a deliberate move, according to Gallo.

“If you alienate any group, they’re going to fight you. So, in order to get everyone supportive, it needs to be inclusive,” she explained. “We shouldn’t dictate where parents send their kids. If they feel more comfortable with an early childhood center, they should have that choice.”

Funding for the program would come from a combination of federal, state and local sources. Although Gallo acknowledged that fiscal constraints are a concern, she stressed that the investment is essential.

“This is a priority issue,” she said. “When kids can go to preschool, parents can go to work. They can be productive and put that money back into the economy. It’s not just about children; it’s about supporting working families.”

Gallo believes in provisions to ensure program quality, including competitive wages for educators, research-based standards, small class sizes, developmentally appropriate curricula, and support for English language learners and students with special needs.

She said one of the biggest challenges is retaining early childhood educators, who often have the same education as elementary school teachers but are paid less. She added that there’s work being done to equalize wages to make sure these qualified teachers continue to work in early childhood settings.

To maintain quality, programs will be evaluated using the state’s existing systems, which rates early childhood education providers. Gallo also highlighted the role of data in monitoring the program’s effectiveness.

“Kids Count publishes an annual binder with data on everything from test scores to mental health services. That kind of research will be key to guiding the program as it expands,” she said.

The legislation also mandates that 30% of any increase in funding for the expansion of the prekindergarten program go toward sustaining and expanding childcare and early learning opportunities for infants and adults, including Early Head Start.

As for those concerned about the program’s long-term cost, Gallo offered a pragmatic response.

“We may spend money early, but we’ll save money in the end. If we don’t support children early, we’re setting them up to fail. Then they need individualized education programs (IEPs) or end up dropping out and maybe even in jail.”

Gallo urged Rhode Islanders to contact their local representatives to support the House version of the bill.

Her greatest hope?

“That we stop setting kids up to fail. Let’s give them confidence. Let’s give them the tools. And let’s make sure every child walks into kindergarten ready to succeed.”

JOHNSTON’S PERSPECTIVE

Carolyn Roseman is an administrator at Johnston’s Graniteville Pre-School, a dedicated preschool within the Johnston Public School District that offers early childhood education programs for children starting at age 3½.​

Roseman added an optimistic yet realistic expectation for the legislation. She believes the youngest children are moldable and that early education can prevent future problems.

“I think universal Pre-K is long overdue … and we see the benefits of children coming to school at an early age,” she said. “I would absolutely support it, but the problem that I see is funding.”

She said she believes the state will fund the program, but some of those costs will still fall on the districts. She was also concerned about space limitations.

“At Graniteville school, we’re already bursting at the seams. We had to convert our meeting room into a seventh classroom. So that’s my concern,” she said.

Roseman would also like to see more training for early childhood teachers because there aren’t enough of them.

“In our building, our teachers have dual certification, they have early childhood and they’re also early childhood special education teachers. We’re able to serve both populations; it’s very specialized,” she said.

Roseman says there would need to be more collaboration with local colleges to have the appropriate programs that schools could partner with to bring people in and observe the importance of early education. She also believes voters need to get involved, contact their state representatives and build a coalition of the willing who will support the initiative.

“Data will show the need; it always has. It’s convincing the people who hold the purse strings that we get results. If the investment is made in children early on, it’s like a preventative measure,” she said. “When you invest to address possible issues and get kids to like school early on and tackle any issues, you’re avoiding them and can prevent future difficulties. If you invest early, you get better results than waiting until there’s a crisis.”

ON TO THE HOUSE

The legislation now goes to the House of Representatives, where McNamara is sponsoring a nearly identical bill.

When asked, Speaker of the House K. Joseph Shekarchi said he was concerned about what the cost of the program would be.

In an interview, McNamara said the public must look at this proposal strategically in terms of government investment. He said he believes no investment has a greater return in reducing long-term costs, and that such a program may reduce the need for expensive special education.

Using a sports analogy to underscore the stakes, McNamara believes that a child not going through Pre-K is like the Providence College basketball team starting a game with a 25-point deficit.

McNamara said those participating in the program, then later graduating, would have a reduced need for cash assistance, offering government savings. He also stated the program could reduce rates of incarceration. His research in preparation for the bill, which included working with Kids Count, shows that it currently costs about $200,000 a year to house an inmate, who may become non-productive and not contribute to society. Investing in early childhood education may curb those costs.

“These programs are proven; we can’t afford not to do it. Greater rates of graduation have been shown with higher lifetime earnings for people, which results in more taxes being paid. So it comes back,” he said. 

McNamara also wants to lay out plans to increase universal Pre-K with the goal of expanded mixed delivery systems. He envisions working with childcare centers, Head Start, local education, licensed childcare providers and other networks. This would authorize the state Department of Education to develop rules and regulations and set standards. He said 30% of funding would be set aside for development and administration of programs.

If the bill passes, McNamara said he’d like to see the planning phase begin next year, with a goal of 70% of all Pre-K age children enrolled in high-quality programs.

As far as funds are concerned, McNamara said, current available funding would be used, acknowledging that federal funding is in jeopardy. But he pointed out that once kindergarten becomes full-time where it used to be half a day, the ability of those children to read and do math shows that they’re ahead of where they had been when it was just part time.

“We need to plan for a brighter future,” he said. 

 —With reports from John Howell