Connecticut Seal

General Assembly

File No. 528

    January Session, 2017

Substitute Senate Bill No. 912

Senate, April 11, 2017

The Committee on Education reported through SEN. SLOSSBERG of the 14th Dist. and SEN. BOUCHER of the 26th Dist., Chairpersons of the Committee on the part of the Senate, that the substitute bill ought to pass.

AN ACT CONCERNING REVISIONS TO THE STAFF QUALIFICATIONS REQUIREMENT FOR EARLY CHILDHOOD EDUCATORS.

Be it enacted by the Senate and House of Representatives in General Assembly convened:

Section 1. Subparagraphs (B) and (C) of subdivision (2) of subsection (b) of section 10-16p of the general statutes are repealed and the following is substituted in lieu thereof (Effective July 1, 2017):

(B) From July 1, [2017] 2018, until June 30, [2020] 2021, "staff qualifications" means that for each early childhood education program accepting state funds for infant, toddler and preschool spaces associated with such program's child care program or school readiness program, (i) at least fifty per cent of those individuals with the primary responsibility for a classroom of children (I) hold [(I)] certification pursuant to section 10-145b with an endorsement in early childhood education or early childhood special education, [or] (II) hold a bachelor's degree with a concentration in early childhood education, including, but not limited to, a bachelor's degree in early childhood education, child study, child development or human growth and development, from an institution of higher education accredited by the Board of Regents for Higher Education or Office of Higher Education, and regionally accredited, provided such bachelor's degree program is approved by the Board of Regents for Higher Education or the Office of Higher Education and the Office of Early Childhood, (III) hold a bachelor's degree in early childhood education, child study, child development or human growth and development, or the functional equivalent of such subject areas, from an institution of higher education that is regionally accredited, or (IV) satisfy the requirements of subdivision (3), (4) or (5) of this subsection, and (ii) such remaining individuals with the primary responsibility for a classroom of children hold an associate degree with a concentration in early childhood education, including, but not limited to, an associate degree in early childhood education, child study, child development or human growth and development, from an institution of higher education (I) accredited by the Board of Regents for Higher Education or Office of Higher Education, and (II) regionally accredited, provided such associate degree program is approved by the Board of Regents for Higher Education or the Office of Higher Education and the Office of Early Childhood; and

(C) On and after July 1, [2020] 2021, "staff qualifications" means that for each early childhood education program accepting state funds for infant, toddler and preschool spaces associated with such program's child care program or school readiness program, one hundred per cent of those individuals with the primary responsibility for a classroom of children (i) hold [(i)] certification pursuant to section 10-145b with an endorsement in early childhood education or early childhood special education, [or] (ii) hold a bachelor's degree with a concentration in early childhood education, including, but not limited to, a bachelor's degree in early childhood education, child study, child development or human growth and development, from an institution of higher education [(I)] accredited by the Board of Regents for Higher Education or the Office of Higher Education, and [(II)] regionally accredited, provided such bachelor's degree program is approved by the Board of Regents for Higher Education or the Office of Higher Education and the Office of Early Childhood, (iii) hold a bachelor's degree in early childhood education, child study, child development or human growth and development, or the functional equivalent of such subject areas, from an institution of higher education that is regionally accredited, or (iv) satisfy the requirements of subdivision (3), (4) or (5) of this subsection.

This act shall take effect as follows and shall amend the following sections:

Section 1

July 1, 2017

10-16p(b)(2)(B) and (C)

ED

Joint Favorable Subst.

 

The following Fiscal Impact Statement and Bill Analysis are prepared for the benefit of the members of the General Assembly, solely for purposes of information, summarization and explanation and do not represent the intent of the General Assembly or either chamber thereof for any purpose. In general, fiscal impacts are based upon a variety of informational sources, including the analyst's professional knowledge. Whenever applicable, agency data is consulted as part of the analysis, however final products do not necessarily reflect an assessment from any specific department.


OFA Fiscal Note

State Impact: None

Municipal Impact: None

Explanation

The bill makes changes to certain staff qualifications, which is not anticipated to result in a fiscal impact as this is administrative in nature.

The Out Years

State Impact: None

Municipal Impact: None

OLR Bill Analysis

sSB 912

AN ACT CONCERNING REVISIONS TO THE STAFF QUALIFICATIONS REQUIREMENT FOR EARLY CHILDHOOD EDUCATORS.

SUMMARY

Existing law increases the higher education requirements for school readiness staff in two phases. In the first phase, at least 50% of classroom staff in each state-funded school readiness program must hold either a (1) teaching certificate with an endorsement in early childhood education or early childhood special education or (2) bachelor's degree with an early childhood education concentration that is accredited by the state or regionally accredited with state approval. In the second phase, 100% of classroom staff in each school readiness program must have either a teaching certificate or bachelor's degree.

This bill delays the first phase by one year, from July 1, 2017 to July 1, 2018, and the second phase by one year, from July 1, 2020 to July 1, 2021.

The bill also creates the following two additional ways for school readiness staff to meet the higher education requirements: (1) by holding a bachelor's degree in early childhood education or a similar discipline from a regionally accredited institution (i.e., does not require approval in Connecticut) or (2) under the law that already grandfathers in existing early childcare workers (see BACKGROUND).

EFFECTIVE DATE: July 1, 2017

BACKGROUND

Grandfathering

Two existing statutory provisions allow certain school readiness staff members to meet the higher education requirements (i.e., are grandfathered).

Under one provision, staff members are considered to have satisfied the requirements through June 30, 2025 if they have:

Beginning July 1, 2025, these staff members must hold a childhood development associate credential or an equivalent credential or otherwise meet the law's stricter requirements (CGS 10-16p(b)(5)).

Under a second provision, staff members are considered to have met the requirements if they (1) were employed by a program on June 30, 2015 and (2) have a (a) bachelor's degree in early childhood education or child development or (b) bachelor's degree and at least 12 credits in in early childhood education or child development (CGS 10-16p(b)(3)).

COMMITTEE ACTION

Education Committee

Joint Favorable Substitute

Yea

36

Nay

0

(03/22/2017)

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