Iowa Senate Bill SSB1135

Iowa 2025-2026 Regular Session

• Introduced: 2/18/25
• Refer: 2/18/25

Caption

A bill for an act relating to early childhood education and care, including by modifying provisions related to the statewide preschool program, the child development coordinating council, programs for at-risk children, the responsibilities of the department of education, the early childhood Iowa initiative, and the state child care assistance program, and establishing the child care continuum partnership grants pilot program within the department of health and human services.(See SF 445.)

Impact

One significant impact of SSB1135 is the restructuring of the Child Development Coordinating Council's responsibilities. The bill transfers the council's duties to the Department of Education, emphasizing the need for evidence-based approaches in early childhood curricula and accountability systems. It also specifies that funds will be directed to programs that demonstrate the greatest need, which may enhance the targeting of resources towards at-risk children. Additionally, the establishment of a child care continuum partnership grants pilot program is expected to foster collaboration among various education and child care service providers, ultimately aiming to provide comprehensive support for children's early learning.

Summary

SSB1135 is a legislative proposal focused on enhancing early childhood education and care across Iowa. The bill aims to modify the existing statewide preschool program by allowing community-based providers to directly participate in it, thus increasing opportunities for four-year-old children. The proposed changes are intended to streamline funding and support mechanisms for community-based providers, enabling them to receive preschool foundation aid directly instead of relying solely on school districts. This adjustment is anticipated to bolster the service capacity and enrollment of preschool programs throughout the state, especially benefitting children in underserved areas.

Contention

However, the bill has sparked discussions regarding the efficiency and effectiveness of such reforms. Critics may argue that transferring responsibilities from the Child Development Coordinating Council to the Department of Education could dilute specialized focus on developmental needs over bureaucratic processes. Furthermore, concerns have been raised about the sustainability of funding for community-based providers and whether direct funding routes will genuinely translate into improved educational outcomes for vulnerable children. These discussions highlight the broader implications of policy changes on local control and resource allocation in early education.