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State Profiles
Connecticut
The Connecticut School Readiness Program (SRP) was established in 1997 with goals of increasing access to high-quality pre-k programs for all three and four year olds and increasing the number of full-day/full-year classrooms in high-need school districts. SRP offers different space types in order to accommodate working and non-working families. The options include full-day, school-day, and part-day. Full-day spaces are available 5 days per week, 7-10 hours per day for 50 weeks per year. School-day spaces are available 5 days per week, 6 hours per day for 180 days per year. Part-day spaces are available 5 days per week, 2 ½ hours per day for 180 days per year. At least 60 percent of children enrolled in the program must have a family income at or below 75 percent of the state median income. The Connecticut Department of Education, in consultation with the Department of Social Services, is the lead agency for this initiative, which is funded through the state budget process. Currently, the SRP meets six out of 10 quality benchmarks as outlined by the National Institute for Early Education Research.
School Readiness programs are offered in diverse settings such as elementary schools, Head Start centers, and public and private child care centers. Local School Readiness Councils review program applications and develop plans for providing more spaces for children. Community officials then submit these local plans to the state for approval. These councils, established jointly by the local chief elected official and the superintendent, comprise key community stakeholders including, but not limited to: parents, health care providers, representatives of local programs such as family resource centers, Head Start, preschool programs, family day care providers, and other representatives from the community who provide services to children.
Pre-k in Connecticut has a strong history of gubernatorial and legislative support. The Connecticut Early Childhood Education Cabinet and the Early Childhood Research and Policy Councill provide continued strategic advice regarding pre-k expansion.
Key Milestones
| 1985 |
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The Connecticut Commission on Children is formed by the legislature to promote public policies that foster children’s healthy development. The commission comprises 25 members representing all three branches of government as well as the private sector. |
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| 1997 |
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The School Readiness Program is established by the state legislature and implemented in high-poverty school districts. Children in these communities are eligible to attend a comprehensive pre-k program, offered in diverse settings and including family support services. |
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| 2004 |
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Lieutenant Governor M. Jodi Rell calls for economic development and child development leaders to come together to find common policy ground. In July, when she begins her tenure as governor, Rell publicly announces early childhood investment and pre-k expansion as two of her three top public policy priorities. In October, she hires Connecticut’s first senior policy advisor on early childhood. |
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| 2005 |
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Governor Rell requests, and the general assembly establishes, the Connecticut Early Childhood Education Cabinet. The cabinet’s vision is for every child in Connecticut to enter school ready to succeed and to meet state learning goals by the end of the third grad. Its mission is to promote the health, learning, and development of children birth through age nine. The Cabinet, comprising state agencies, legislative leadership, and community representatives, advises the governor and the legislature on issues related to school readiness, pre-k-program effectiveness, and state funding for early childhood programs. |
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| 2006 |
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In collaboration with the state’s department of education, the Early Childhood Education Cabinet releases  “Ready by 5 & Fine by 9: Connecticut’s Early Childhood Investment Framework”. The report outlines three main goals for children in Connecticut, one of which is that they will “begin kindergarten with the knowledge, skills, and behaviors needed for success in school.” The cabinet adopts a policy to make state-funded pre-k available for all children living at or below 185 percent of the federal poverty threshold.
The Early Childhood Research and Policy Council is formed through executive order by Governor Rell. The council makes policy recommendations, works to engage business leaders, monitors the implementation of the “Investment Framework,” and advises the cabinet on investments in early childhood. In December, the council releases Connecticut’s first ever “Early Childhood Investment Plan,” a five-year plan to ensure that all children enter kindergarten ready to succeed. |
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| 2007 |
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The legislative and budgetary priorities of “Ready by 5 & Fine by 9” are presented to the governor, state board of education, and general assembly leadership. Governor Rell takes the first step towards implementing these recommendations by proposing a comprehensive $63.7 million early childhood initiative over the biennium. Of these monies, $56.2 million would be used for pre-k expansion, $4 million would be used for professional development, and the remaining funds would be used for quality enhancements. The governor’s budget would provide an additional 4,000 low-income three and four year olds with the opportunity to attend a quality pre-k program.
Education Commissioner Mark McQuillan is working with the state Board of Education on a five-year plan to make pre-k available to all three and four year olds by 2015.
The Department of Social Services will require child care centers serving three and four year olds to meet the same quality standards as those in the School Readiness Program. DSS is also increasing the reimbursement rates for these centers to match those in the SRP. |
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| 2008 |
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In 2007-2008, Connecticut dedicated $5,500,000 million in state funds to supplement federal Head Start. These funds created approximately 450 additional slots and were also used to provide additional services, extended the program day and year, and supported program quality enhancements. |
Pre-K Champions
Governor M. Jodi Rell has been a champion for education throughout her time in office. She has made tremendous strides by increasing pre-k funding, reforming early childhood governance, and ensuring that young children are at the forefront of the state’s political agenda. Within the state legislature, Representative Andrew Fleischmann, chair of the Education Committee, has been a key proponent of pre-k expansion. Within four months of his appointment as Commissioner of Education, Dr. Mark McQuillan has declared plans to expand pre-k.
Dr. Janice Gruendel, Governor Rell’s senior policy advisor, Dr. Betty Sternberg, the Department of Education commissioner, David Nee, executive director of the William Caspar Graustein Memorial Fund, and John Rathgeber, president and CEO of the Connecticut Business and Industry Association, serve as co-chairs of the Early Childhood Education Cabinet and the Early Childhood Research and Policy Council, respectively. Their leadership within these roles has been critical in the development of Connecticut’s comprehensive, strategic early childhood systems building and pre-k expansion efforts.
Next Steps for Connecticut
Policymakers and advocates throughout Connecticut are looking toward recommendations from the Early Childhood Education Cabinet and the Early Childhood Research and Policy Council to guide pre-k expansion efforts in the coming years.
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"Redefining ESEA" Webinar
Looking for resources from our Webinar, "Redefining ESEA: The Critical Role of Pre-K and the Early Grades in School Reform Efforts”?
Access our PowerPoint presentation from the March 17 call here.
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Recovery Round-up
You've got questions? We've got answers -- and when it comes to pre-k and the American Recovery and Reinvestment Act, we've got lots of them. Courtesy of Pre-K Now's federal team, here is our great collection of resources to help you navigate and apply ARRA funding.
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Meeting the Challenge of Rural Pre-K
Families everywhere struggle to find high-quality pre-k programs for their children, but the problem is even more acute in rural areas. Pre-K Now has come out with recommendations for federal policymakers to help states meet the unique challenges of rural pre-k.
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Tour a Pre-K Classroom
Through our virtual classroom tour and our short video following real children through their pre-k year, we will help you recognize high quality, understand why it makes a difference, and show you how children benefit.
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The Case for Pre-K in the ESEA
