Early Morning at the Capitol Building
(Photo Credit: Erica Hallock)

Trivia!

You will not be surprised to see this week’s trivia relates to the tradition of “swearing-in” of elected officials. In Washington state, how many mother-daughter combos have served in either the State Senate or House of Representatives?

Highlights of the Week

Governor Inslee’s State of the State
(Photo Credit: Inslee delivers State of the State: “Bold actions for building a stronger Washington”)

State of the State

On Tuesday, before a Joint Session of the Senate and House of Representatives, Governor Jay Inslee provided the first in-person State of the State in three years. Prior to the Governor’s remarks, the Lt. Governor introduced many distinguished guests, including the members of the State Supreme Court and other statewide elected officials. I had forgotten that dignitaries representing partner countries also attend. The Ukrainian Consulate General received a prolonged standing ovation, conveying Washington state’s support for the people of Ukraine.

A summary of the speech themes and pictures from the event can be found on the Governor’s Medium page.

Governor Inslee spent much of his time focusing on the related challenges of housing and behavioral health. He stated the fundamental, underlying challenge is that our state does not have enough housing supply for all Washingtonians. He cited the need to build another 1 million housing units within the next 17 years to meet demand.

The Governor utilized the “faces in the gallery” tradition started by President Ronald Reagan in 1982, where a politician invites people impacted by programs or policies to be their guest in the gallery, and then they are called out in the speech. In this instance, Governor Inslee included a mom and daughter who benefited from the state’s housing investments and noted the need to meet the needs of so many other families.

While promoting his proposed $4 billion housing referendum that would need to be approved by voters, he urged swift action rather than addressing the housing crisis “bit by bit.”

Representative Peter Abbarno of the 20th legislative district provided the Republican response to the State of the State. He focused on Republican priorities of affordability, public safety, education and housing/homelessness. He also spoke to the challenge of securing child care throughout the state. He shared his family’s stress with finding affordable child care when his children were born.

Budget Hearings

This week’s major committee focuses were public hearings on the operating, capital and transportation budgets. On Wednesday, the House Appropriations Chair noted 175 individuals were signed up to testify on various parts of Governor Inslee’s proposed budget. I did not get the number from the Senate Ways and Means Committee, but I would guess their list was just as long.

Both operating budget public hearings opened with an overview of Governor Inslee’s proposed budget by the Director of the Office of Financial Management, David Schumacher. Some challenges that will impact the budget include:

• The transition from COVID-19 infusion of federal dollars in prior years to more “typical” budgets. We are seeing the ramp-down of many of these federal investments
• Inflation is driving up costs
• The state (and nation) is facing continued economic uncertainty
• Recruitment/retention concerns with the workforce

Given these realities, Governor Inslee’s budget prioritized what he considered the most pressing needs and to continue working on what is currently in motion, rather than starting new programs.

After watching two long nights of public testimony, a clear common priority arose – workforce. Almost every person testifying identified needs to address the workforce recruitment and retention concerns throughout nearly every sector.

Following this public process, much of the budget discussions will shift behind the scenes. It is certainly not too early to weigh in with budget writers about your priorities.

A procedural note – these budget hearings were my first experience participating in hybrid committee hearings and the switch from virtual to in-person testimony throughout both evenings was rather seamless. Kudos to the staff for their preparation to continue this accessibility.

House Brain Development and Early Learning Work Session

On Tuesday, Jan. 10, the House Human Services, Youth, & Early Learning Committee held a work session on brain development and early learning. As with all committee hearings and floor action, this work session can be rewatched on the TVW website.

The early learning section of the hearing starts at about the :22 minute mark in the recording with Dr. Patricia Kuhl from the University of Washington Institute for Learning and Brain Sciences (ILABS). Dr. Kuhl provided the committee with an overview of the critical and extensive research on infant brain development and the Labs’ “science to practice” philosophy that provides a “what do we do about it” approach to what they have learned from their research. This includes programming related to the importance of “baby talk” and “parentese” on brain development (:39 minute mark). Rep. Jamila Taylor asked a critical question about the inclusion of parents of color, specifically black mothers, in the research and potential differences in “parentese” in black communities (:45 minute mark). Dr. Kuhl also provided insight from their bilingual brain studies (:52 minute mark) and reading group programs (:55 minute mark). Slides from the ILABS presentation can be found here.

Following Dr. Kuhl’s presentation, Allison Krutsinger and Genevieve Stokes from the government affairs team at the Department of Children, Youth, and Families (DCYF) provided an overview of early learning programs and funding streams for the committee (1:04 minute mark). The presentation starts with an overview of child care, Early Achievers, ECEAP and Head Start. There were interesting discussions about the coordination between DCYF and OSPI and family supports, (1:30 minute mark) followed by family support and services including home visiting (1:38 minute mark) and a Fair Start for Kids update (1:41 minute mark). Slides from the DCYF presentation can be found here.

The DCYF materials contain a treasure trove of valuable data and a wonderful overview of early learning. It is another one I am going to file away for future reference.

What’s On Deck for Next Week

The agenda for week two includes continued “work sessions” to educate and expose lawmakers to issues before their committees as well as a ramp-up of bill hearings.

Early Learning Work Session. On Wednesday, Jan. 18, the Senate Early Learning and K-12 Committee will hold a work session focused on:

• Implementation of the Fair Start for Kids Act
• Recommendations from the Child Care Collaborative Task Force
• Workforce and compensation recommendations
• Perspectives from child care providers and families

Hearing and Vote Expected on HB 1199. Summarized below, HB 1199 (Senn and Eslick) would prohibit certain limitations on the provision of center-based and family child care by various homeowner and other associations. It is scheduled for a public hearing in the House Housing Committee on Monday, Jan. 16, with a vote expected Thursday, Jan. 19.

Bills

Following is a brief summary of early learning related bills:

HB 1199 (Senn and Eslick). HB 1199 prohibits associations of apartment owners, homeowners associations, and associations of unit owners from restricting or limiting the use of a unit within the association for licensed family home or center-based child care. These associations may enforce other association regulations for child care providers that are identically applied to other residences and structures. Associations willfully violating this act may be subject to paying the provider a civil penalty up to $1000.

SB 5225 (Wilson, C.). SB 5225 aims to increase access to child care through several strategies. First, the bill provides child care subsidies for employees of child care centers or family home providers and caps copayments for these employees. The bill also provides access to child care subsidies for parents participating in a specialty or therapeutic courts and prohibits immigration status as a barrier to qualifying for child care subsidies for student parents.

SB 5316 (Wilson, C.). SB 5316 repeals statutes requiring applicants to child care and foster care entities to pay state and federal background check fees. Previously, applicants to child care and foster care facilities had to pay the costs for the Washington State Patrol and Federal Bureau of Investigation (FBI) background check fees. Last session, those fees requirements were eliminated and the state covered the costs. This bill would make state funding of those fees permanent.

SB 5332 (King). Prohibits cities, towns, and counties from authorizing or through inaction allowing for sanctioned or unsanctioned homeless outdoor encampments near schools and early learning facilities.

Child Care Development Block Grant (CCBDG) Increases. The Omnibus National Spending Bill signed into law by President Biden Dec. 29, 2022 provided a $1.9 billion (or 30%) increase to the CCDBG. The state of Washington is expected to receive an increase of approximately $27.5 million from Grant Year 2022 to Grant Year 2023.

On Jan. 10, the Center for Law and Social Policy released a state-by-state analysis of distribution estimates for the increased funding for the Child Care and Development Block Grant (CCDBG).

This increased funding will become part of state budget considerations.

2023 Legislative Information is Live!

Now that the 2023 Legislature has been sworn in, the legislative website has been updated to include contact and background information on each Senator and House member. Also included is access to calendars and schedules; committee schedules, agendas and documents; and other detailed information on committee membership and more.

A really cool feature is the ability to sign up for bill tracking for specific bills of interest. And, there is the ability to sign-in to testify in person or remotely, provide written testimony or let your position be known for the record. Note that if you want to testify either in person or remotely, you must sign-in at least an hour before the start of the hearing. This gives the staff time to figure out logistics.

Finally, as noted last week, TVW is a great resource to catch all legislative activity live or after the fact.

Bill Tracker: Key Early Learning Bills

As the legislative session progresses, our resource page will update with a weekly bill tracker. Please note that legislation changes quickly, so the version on our website may not represent a bill’s latest version as it is published the Thursday of each week.

In this blog, Kristin Bernhard, Start Early senior vice president of policy and advocacy, shares our work towards building back a better early childhood system that addresses and diminishes the inequities that exist for our youngest learners and families.

The COVID-19 pandemic has served as a report card on the status of our society — and not a very flattering one. It has exposed and highlighted the profound inequities, from health care to affordable housing, that exist from coast to coast. We have seen that nearly every aspect of the social safety net is weaker than we had hoped; in particular, the limitations and weaknesses of our country’s early childhood system have been thrown into stark relief.

At the same time, we have been reminded that racism permeates our communities, risking the physical and social-emotional safety and well-being of the children, families and caregivers with whom we work so closely. We have been called upon to renew our collective commitment to racial equity and finally undo generations of institutional racism that continue to traumatically impact children and families.

Now, we have a choice: 1) rebuild the fragile, inequitable early childhood system that was in place prior to the pandemic, 2) or build it back better by collaboratively rethinking and improving early learning and care programs by proactively addressing existing disparities and ensuring that programs meet the needs of children and families. We must work towards the latter.

How?

• By inviting more voices into the conversation about rebuilding and recovery
• By identifying gaps in who is represented in these critical conversations and exploring how we can engage with and learn from more diverse groups of partners
• By centering voices of those most directly and disproportionately affected by the pandemic’s impact and amplifying them to make systemic changes that are responsive to the emergent needs of families and early learning and care programs
• By pairing the lived experiences of minority and historically under-resourced communities with the Start Early’s research, program, advocacy and policy tools — in order to activate the field to demand that policymakers build back better

In order to do this right, we must engage in conversations about building back a better system where race, ethnicity, zip code, socioeconomic status and other related factors do not predict a child’s growth and development or access to resources.

As we continue to see the detrimental impact of the COVID-19 pandemic unfold, we are, however, also witnessing innovation in action through the responses of providers, communities, policymakers, researchers and countless other early childhood stakeholders. For example:

• Teachers and other educators have rapidly learned and implemented new technologies to support at-home learning and family engagement efforts.
• Policy and practice changes have allowed the use of telehealth and other virtual communication tools for home visiting and early intervention services.
• Researchers have sprung into action to document the experiences of families and service providers.
• State administrators have streamlined the procedures for accessing child care subsidies and services.

We must acknowledge, applaud and leverage the flexibility and swift action brought on by the pandemic to inform how we rebuild.

Through the Build It Back Better initiative, Start Early is partnering with early childhood stakeholders from across the country to share their challenges, innovative solutions and ideas about what major questions must be asked and considered during this unprecedented time. It is our goal to collaborate with families, communities and local, state and federal leaders to amplify these critical questions and perspectives to best inform decision-makers’ efforts and respond to the changing needs of children, families and practitioners.

As we examine lessons learned so far from this pandemic, we can recreate the conditions in which inequities persist and worsen in crisis — or we can build it back better, more equitably and more sustainably. Now more than ever, we must underscore that ample investment in early learning and care is essential for addressing and diminishing the inequities that exist for our youngest learners and families.

Despite the unprecedented challenges presented by the COVID-19 crisis, pregnant women continue to receive support from Start Early doulas, or childbirth coaches. Read more about how Start Early’s Healthy Parents & Babies doula, Patricia Ceja-Muhsen, continues to provide support and guidance to pregnant mothers through virtual means.

Read More

The latest study released by Professor Heckman has significant implications for the early childhood field. In this opinion piece written by Start Early (formerly the Ounce) President, Diana Rauner shares some of her insights on this new research and why it matters.

To break the cycle of poverty, start early

This week, Nobel laureate James Heckman released a groundbreaking study on the Perry Preschool Project, an intervention in the 1960s and whose participants are now in their late 50s. Long-awaited in the early childhood field, this research followed at-risk children from low-income families and the impact of early childhood education on their life trajectories. The conclusion is powerful: the improvements in life outcomes for the first generation leads to better life outcomes for their children and, one can expect, for future generations.

The promise of early childhood education has always been its long-term impact on the lives of those fortunate to experience high-quality education. During the first few years of life, children build the capacity to ask for and receive help, manage frustration, persist at tasks, and control their impulses. These skills are developed through interactions with others and lay the groundwork for more complex social and cognitive skills as children grow.

The ability to self-regulate, control one’s impulses and other social/emotional skills have led to better long term life outcomes for our youngest learners: greater high school and college completion rates, higher earnings, better health and less involvement in the criminal justice system, all of which have significant benefits to society as well.

During the two short years of preschool, the children in the Perry program learned skills that they then used in future years to build more skills. At every point of analysis, the Perry Preschool participants have been found to have greater executive function and a more positive outlook on life. By age 50, the participants had used these skills to become better citizens and employees and better husbands and fathers. Their children were therefore more likely to grow up in two-parent families.

Although our work has been anchored in scientific research for decades, Dr. Heckman’s recent findings validate what early childhood leaders clearly know and understand: starting early is the key to a lifetime of success.

The outcomes of the Perry study make it clear that access to high-quality early childhood education and interventions, parental resources, and systems of care are game changers. These experiences will have a positive impact on the long-term social/emotional development of our most vulnerable children and their families. When we get this right for our youngest learners, we create a pathway for them to develop the key skills they need to reach their full potential in school and in life.

So, why should society be as excited about this study as we are in the early childhood education field? We now have evidence-based research demonstrating that despite the pressures of poverty, high-quality early childhood education sets children and their families on a track to break the cycle of poverty for generations to come.