Early Learning Access and Innovation Act

Prior to task force meetings, ALEC posts these legislative member-submitted draft model policies to our website. The draft model policies are then discussed, debated, and voted on by ALEC task force members. Policies that receive final approval by legislators on the ALEC Board of Directors become official ALEC model policy. Draft model policies that fail to become official ALEC model policy are removed from the website.

Policy Status

  • Type: Model Policy
  • Status: Draft
  • Date Introduced: December 3, 2025

Task Forces

  • American City County Exchange
  • Education and Workforce Development

    • Tags

  • SNPS 2025

    • Summary

    This model policy supports the use of braided funding models for early childhood education programs, allowing local governments to more effectively coordinate resources for both universal pre-kindergarten (UPK) and special education pre-K services. The policy promotes cost-effective, inclusive early learning environments that improve educational outcomes, reduce administrative waste, and ease taxpayer burdens— especially in smaller counties where state mandates require county governments to fund all transportation costs for special needs preschool aged students.
    Draft

    Early Learning Access and Innovation Act

    Section 1. Short Title 

    This Act shall be known as the “Early Learning Access and Innovation Act”. 

    Section 2. Purpose 

    The purpose of this Act is to:

    1. Encourage counties and local school districts to collaborate in offering integrated early learning programs for typical and special needs pre-K students.
    2. Streamline program delivery and reduce costs through shared resources and facilities.
    3. Improve early childhood outcomes by fostering inclusive classrooms that prepare all children for lifelong success.
    4. Reduce transportation and administrative costs borne by county taxpayers under existing state mandates. 

    Section 3. Definitions 

    (A) Braided Funding Model means a cooperative fiscal structure in which multiple funding sources—such as state universal pre-kindergarten aid, federal IDEA Part B grants, and county early intervention funds—are combined to support a shared educational program while maintaining accountability for each source. 

    (B) Early Learning Center means a centralized facility operated through county–school district collaboration where both general education and special education pre-K services are co-located and jointly managed. 

    (C) Participating Entities means local school districts, county governments, and approved community-based organizations providing early childhood education. 

    Section 4. Policy Framework 

    (A) Local Collaboration Encouraged. County governments and school districts are encouraged to establish joint early learning centers using a braided funding approach, ensuring that special needs pre-K students and typical UPK students are served together in the same facility whenever appropriate. 

    (B) Fiscal Efficiency. Participating entities shall coordinate funding streams to reduce duplicative administrative costs and minimize transportation expenses for special needs students, particularly in counties where the county government is statutorily responsible for those costs. 

    (C) Improved Outcomes. Integrated early learning environments shall: 

    1. Support inclusive education models consistent with federal and state special education best practices.
    2. Reduce costly delays in service delivery by centralizing evaluation and instruction in one location.
    3. Foster better peer socialization and developmental outcomes for all pre-K students. 

    (D) Local Flexibility. Counties and districts may design locally appropriate agreements outlining responsibilities for staffing, space, and fiscal management, provided accountability and reporting requirements for each funding stream are maintained.  

    Section 5. Reporting and Evaluation 

    (A) Counties and districts implementing braided early learning centers shall annually report to their local governing boards and the state education department on:

    1. Total cost savings achieved, including transportation cost reductions.
    2. Number of students served (both typical and special needs).
    3. Program outcome measures (e.g., readiness assessments, reduced service wait times). 

    Section 6. Implementation Support 

    The state and local governments are encouraged to provide technical assistance for: 

    (a) Cross-agency fiscal coordination; 

    (b) Data-sharing agreements; and 

    (c) Compliance with state and federal education mandates. 

    Section 7. Severability 

    If any provision of this Act or its application to any person or circumstance is held invalid, the remainder of the Act or its application shall not be affected. 

    Statement of Principles 

    This model reflects the commitment of local government leaders to: 

    1. Advance educational excellence through innovation; 
    2. Reduce taxpayer costs through efficient program-funding design, and 
    3. Strengthen families by ensuring pre-K children—regardless of need—have access to high-quality early learning closer to home. This policy also supports ALEC’s ‘Think Differently’ initiative by promoting collaboration, accessibility, and inclusion for individuals with special needs and their families through early educational opportunities.