SENATE DOCKET, NO. 1752        FILED ON: 1/16/2015

SENATE  .  .  .  .  .  .  .  .  .  .  .  .  .  .  No. 267

The Commonwealth of Massachusetts

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PRESENTED BY:

Sal N. DiDomenico

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To the Honorable Senate and House of Representatives of the Commonwealth of Massachusetts in General
Court assembled:

The undersigned legislators and/or citizens respectfully petition for the adoption of the accompanying bill:

An Act ensuring high quality pre-kindergarten education.

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PETITION OF:

SENATE DOCKET, NO. 1752        FILED ON: 1/16/2015

SENATE  .  .  .  .  .  .  .  .  .  .  .  .  .  .  No. 267

The Commonwealth of Massachusetts

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In the One Hundred and Eighty-Ninth General Court
(2015-2016)

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An Act ensuring high quality pre-kindergarten education.

Be it enacted by the Senate and House of Representatives in General Court assembled, and by the authority of the same, as follows:
 

SECTION 1. Chapter 15D of the General Laws, as appearing in the 2012 Official Edition, is hereby amended by inserting after section 13 the following section:-

Section 13A. (a) The department of early education and care, in consultation with the department of elementary and secondary education, shall develop and administer the High Quality Pre-Kindergarten Education grant program to support the implementation of high quality pre-kindergarten programs for children between the ages of 2 years and 9 months and the age a child becomes eligible for kindergarten in the district where he or she resides. The grants shall be used to invest in a high quality, mixed delivery early education system in order to reduce the achievement gap and improve third grade reading scores.

(b) The departments shall establish requirements for grant applicants which shall include, but not be limited to the following: (1)  a tracking system for preschool students in the program using the state student identifier system; (2) a child to instructor ratio of no more than 10 to 1; (3) tactics to engage families in the enrollment process and implementation of the plan required under subsection (c), and methods to ensure a high level of participation by families with 3 and 4 year olds; (4) teacher qualifications and on-going professional development requirements; (5) full school day program in the district; (6) a class size of no more than 20 preschool students;  (7) inclusion of children with disabilities; (8) instructional staff salaries and benefits comparable to the responding districts salaries and benefits for kindergarten to high school staff; (9) developmentally and linguistically appropriate instruction; (10) evidenced based curricula; (11) accommodations and support for access and participation in all learning opportunities by each child; (12) a learning environment aligned with the state early learning and development standards; (13) on-site or access to comprehensive services for children; (14) partnership with, and promotion of, community service providers for families to support children’s learning and development; (15) evidenced based health and safety standards;  (16) a timetable for implementation; (17) program evaluation and data collection systems to ensure continuous improvement; (18) a description of the learning environment reflecting the state early learning and development standards; (19) a description of the physical structures for the education of the students; and (20) a teacher evaluation system and professional improvement program.

Grants shall be awarded in the first year to districts designated as underperforming or chronically underperforming pursuant to section 1J of chapter 69.  After all grants have been awarded to the districts above, in the second year, grants shall be awarded to districts designated as Level 3,  pursuant to the department of elementary and secondary education’s accountability rankings,  and with third grade proficiency scores of 25 through 46 inclusive.  In the third year, grants shall be awarded to districts with an accountability ranking of Level 3 or Level 2 and a third grade reading proficiency score of 47 though 54. In the fourth year, grants shall be awarded to districts with an accountability ranking of Level 3 or Level 2 and with a third grade reading proficiency level of 55 to 74.  In the fifth year, grants shall be awarded to those districts with an accountability ranking of Level 1 or 2, and Level 3 ranking in the preceding two years.