SF4993

Purpose

• Establish the Minnesota Board of Early Care and Education to support children’s cognitive, physical, social, and emotional development by creating program quality standards, improving early childhood educator qualifications, and consolidating state supports for early care and education programs and workers.

Key Provisions

• Create a new state board (the Minnesota Board of Early Care and Education) and give it rulemaking, reporting, and funding responsibilities.
• Define important terms and scope, including what counts as an early care and education program and what constitutes a quality recognition pathway and a recognized program.
• Require the board to identify and approve multiple quality recognition pathways, including potential use of national accreditation or certification, and to designate third-party verification entities to verify program quality.
• Establish mandatory participation: programs must become recognized to receive state and federal funding for early care and education.
• Align educator standards with current research and industry standards, and ensure standards reflect multiple ways to demonstrate competency beyond formal degrees.
• Review and consolidate existing state policies to support access and stability for programs and the early childhood workforce.
• Require regular reporting on the board’s work, policy impacts, and funding needs; allow advisory input through task forces.

Board Structure and Appointments

• The board is composed of:
  • Three employees of a licensed child care center (with at least one from greater Minnesota and one from the metro area).
  • Three license holders of family or group family child care homes (at least one from greater Minnesota and one from the metro area).
  • Two employees of an early care and education program operated by a public school district or charter school (one from greater Minnesota and one from the metro area).
  • One representative of a federally recognized Tribe in Minnesota with tribal early care and education expertise.
  • One representative of a Head Start or Early Head Start program.
  • Two parents of children who have used any type of early care and education program (one from greater Minnesota and one from the metro area).
  • One pediatrician or licensed mental health professional with expertise in early childhood development.
  • One faculty member or researcher in early childhood education or development.
  • The commissioner or the commissioner’s designee.
• The governor should aim to reflect Minnesota’s diversity and ensure representation for families, children with disabilities, and diverse communities.
• Initial appointments must occur by August 1, 2027; the board elects a chair; meetings occur at least quarterly; support staff and space are provided by the commissioner.

Quality Recognition Pathways and Participation

• The board must identify and approve multiple quality recognition pathways to fit different program types and sizes, including pathways for licensed health and safety programs and programs not subject to certain licensing requirements.
• The board may approve a national accreditation or other flexible pathways, with clear parameters for each option.
• All pathways must be based on current research, use industry standards, align with state indicators, rely on evidence of practice, and include third-party verification.
• Third-party verification entities can include professional organizations, colleges, research entities, or tribal/cultural organizations; a public list of approved entities must be posted.
• Interaction with licensing: pursuing recognition does not replace licensing requirements; there is a transition process from licensed health and safety programs to recognized programs.
• Participation is mandatory: programs must become recognized to receive state and federal funding (including funding related to specific statutes such as 142A.44, 142D.21, 142D.25, and 142E).

Educator Standards and Supports

• The board must identify and approve standards for different levels of early childhood qualifications, consulting with educators, tribal governments, postsecondary institutions, and state agencies.
• Standards must be research-based, align with nationally recognized knowledge frameworks, reflect multiple ways to demonstrate competency, and be integrated into state rules and policies.
• The board must review state policies to improve program access and align supports with the approved pathways and educator standards.
• The board may recommend rule, statutory, or budget changes to better support programs and the workforce.

Interaction with Licensing and Transition

• The board’s rules do not diminish existing health and safety licensing requirements; programs must comply with both licensing and the board’s pathway requirements when applicable.
• Clear transition processes are required for moving from licensing to recognized status when applicable.
• The board must avoid duplicating existing licensing rules when adopting new pathways and rules.

Reporting, Rulemaking, and Oversight

• The board may adopt rules necessary to carry out its duties, with a process for state adoption and interaction with the commissioner if there is any conflict with licensing rules.
• An advisory task force may be created to advise the board.
• Annual reports to the governor and legislative committees must summarize the board’s work, and include recommended statutory or rule changes and funding needs; annual public reports on the impact of state policies on child development, program supply, and workforce stability are required.
• The board may request data from state agencies to support its duties, and agencies must comply where possible.

Funding and Fiscal

• A specific appropriation from the general fund is provided in fiscal year 2027 to establish and carry out the board’s duties under sections 142D.40 to 142D.48.
• The plan for the Minnesota Child Care Development Fund must involve the board and legislative input, with timelines for presenting drafts and final plans to relevant legislative and federal authorities; adjustments and explanations must be provided as part of the process.

Implementation Timeline (High-Level)

• Appointments and board organization expected by August 1, 2027.
• Ongoing development of pathways, standards, and supports with regular two-year review cycles for standards and pathways.
• Annual reporting and ongoing rulemaking as needed to implement the program.

Potential Impacts

• Providers will need to pursue recognized status to maintain eligibility for state and federal funding.
• A stronger, research-based framework for quality and educator standards could influence training, hiring, and program operations.
• Increased data collection and reporting requirements to track progress and impacts across the state.

Relevant Terms - Minnesota Board of Early Care and Education - early care and education program - quality recognition pathway - recognized program - licensed health and safety program - metropolitan area - greater Minnesota - third-party verification - national accreditation - purchaser and funding eligibility (state and federal funding; 142A.44; 142D.21; 142D.25; 142E) - educator standards - supports - licensing (Chapter 142B; 9502; 9503) - advisory task force - rules and rulemaking (Chapter 14) - plan development (Minnesota Child Care Development Fund) - annual reports - data disaggregation (race, ethnicity, geography, income, disability) - Tribes / tribal early care and education - Head Start / Early Head Start - birth to kindergarten - third-party verification entities - postsecondary partners - plan for funding and budget changes - statutory changes and administrative rule proposals