I 
112TH CONGRESS 
1ST SESSION 
H. R. 555 
To assist States in establishing a universal prekindergarten program to ensure 
that all children 3, 4, and 5 years old have access to a high-quality 
full-day, full-calendar-year prekindergarten education. 
IN THE HOUSE OF REPRESENTATIVES 
FEBRUARY 8, 2011 
Mr. KUCINICH (for himself, Mr. OLVER, Mr. TOWNS, Ms. LEE of California, 
Ms. SCHAKOWSKY, Mr. CONYERS, Ms. BROWN of Florida, Mr. HOLT, Mr. 
HINCHEY, Mr. STARK, Mr. NEAL, Mr. ANDREWS, Mr. GUTIERREZ, Mr. 
MCGOVERN, Mr. GRIJALVA, Mrs. CHRISTENSEN, Ms. MOORE, Mr. RAN-
GEL, Mr. FILNER, Ms. BALDWIN, Mr. PAYNE, and Ms. HIRONO) intro-
duced the following bill; which was referred to the Committee on Edu-
cation and the Workforce 
A BILL 
To assist States in establishing a universal prekindergarten 
program to ensure that all children 3, 4, and 5 years 
old have access to a high-quality full-day, full-calendar- 
year prekindergarten education. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Universal Prekinder-
garten Act’’. 
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SEC. 2. FINDINGS AND PURPOSE. 
(a) FINDINGS.—The Congress finds the following: 
(1) High-quality prekindergarten programs help 
children to succeed academically. Children who at-
tended a high-quality prekindergarten program have 
higher academic achievement, lower rates of grade 
retention, are less likely to be placed in special edu-
cation, and graduate from high school at higher 
rates than those who did not. 
(2) Early childhood education can reduce juve-
nile delinquency rates. A 15-year study following 
989 low-income children who attended high-quality, 
comprehensive prekindergarten found that they were 
33 percent less likely to be arrested, and 42 percent 
less likely to be arrested for a violent crime, than 
children in the control group. 
(3) There is currently a drastic shortage of af-
fordable, quality early education programs that are 
accessible for working families. 
(4) Full-day, full-calendar-year universal pre-
kindergarten programs would ensure all children 3, 
4, and 5 years old have access to school readiness 
programs and quality child care. 
(5) Research shows that investing in quality 
prekindergarten programs will provide savings in the 
form of reduced need for remedial education, de-
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creased crime rates, lower school dropout rates, and 
decreased welfare dependence. 
(b) PURPOSE.—The purpose of this Act is to ensure 
that all children 3, 4, and 5 years old have access to a 
high-quality full-day, full-calendar-year prekindergarten 
program by providing grants to States to assist in devel-
oping a universal prekindergarten program that is vol-
untary and free-of-charge. 
SEC. 3. PREKINDERGARTEN GRANT PROGRAM AUTHORIZA-
TION. 
The Secretary of Health and Human Services, in con-
sultation with the Secretary of Education, shall provide 
grants to an agency designated by each State (hereafter 
in this Act referred to as the ‘‘designated State agency’’) 
for the development of high-quality full-day, full-calendar- 
year universal prekindergarten programs for all children 
3, 4, and 5 years old in the State. 
SEC. 4. STATE REQUIREMENTS. 
(a) STATE MATCHING FUNDS.—Federal funds made 
available to a designated State agency under this Act shall 
be matched at least 20 percent by State funds. 
(b) STATE APPLICATION.—To be eligible to receive 
funds under this Act, a designated State agency shall sub-
mit an application at such time, in such manner, and con-
taining such information as the Secretary of Health and 
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Human Services may require. The application shall in-
clude the following: 
(1) How the designated State agency, in over-
seeing the State’s universal prekindergarten pro-
gram, will coordinate with other State agencies re-
sponsible for early childhood education and health 
programs. 
(2) A State plan to establish and implement a 
statewide universal prekindergarten program, in ac-
cordance with subsection (c). 
(c) STATE PLAN.—The State plan required under 
subsection (b)(2) shall include each of the following: 
(1) A description of the universal prekinder-
garten program that will be established and how it 
will support children’s cognitive, social, emotional, 
and physical development. 
(2) A statement of the goals for universal pre-
kindergarten programs and how program outcomes 
will be measured. 
(3) A description of— 
(A) how funding will be distributed to eli-
gible prekindergarten program providers based 
on the need for early childhood education in 
each geographical area served by such pro-
viders; and 
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(8) How the designated State agency will pro-
vide ongoing professional development opportunities 
to help increase the number of teachers in early 
childhood programs who meet the State’s education 
or credential requirements for prekindergarten 
teachers. 
(9) A plan to address how the universal pre-
kindergarten program will meet the needs of chil-
dren with disabilities, limited English proficiency, or 
other special needs, including children in the State 
foster care system and homeless children. 
(10) A plan to provide transportation to chil-
dren to and from the universal prekindergarten pro-
gram. 
(11) A description of how the State will provide 
the 20 percent match of Federal funds. 
(d) ADMINISTRATION.—A designated State agency 
may not use more than 5 percent of a grant under this 
Act for costs associated with State administration of the 
program under this Act. 
SEC. 5. LOCAL REQUIREMENTS. 
(a) IN GENERAL.—An eligible prekindergarten pro-
gram provider receiving funding under this Act shall— 
(1) maintain a maximum class size of 20 chil-
dren; 
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(2) maintain a ratio of not more than 10 chil-
dren for each member of the teaching staff; 
(3)(A) ensure that all prekindergarten teachers 
meet the requirements for teachers at a State-fund-
ed prekindergarten program under an applicable 
State law; and 
(B) document that the State is demonstrating 
significant progress in assisting prekindergarten 
teachers on working toward a bachelor of arts de-
gree with training in early childhood development or 
early childhood education; 
(4)(A) be accredited by a national organization 
with demonstrated experience in accrediting pre-
kindergarten programs; or 
(B) provide assurances that it shall obtain such 
accreditation not later than 3 years after first re-
ceiving funding under this Act; and 
(5) meet applicable State and local child care li-
censing health and safety standards. 
(b) LOCAL APPLICATION.—Eligible prekindergarten 
program providers desiring to receive funding under this 
Act shall submit an application to the designated State 
agency overseeing funds under this Act containing the fol-
lowing: 
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(1) A description of the prekindergarten pro-
gram. 
(2) A statement of the demonstrated need for 
a program, or an enhanced or expanded program, in 
the area served by the eligible prekindergarten pro-
gram provider. 
(3) A description of the age-appropriate and de-
velopmentally appropriate educational curriculum to 
be provided that will help children be ready for 
school and assist them in the transition to kinder-
garten. 
(4) A description of how the eligible prekinder-
garten program provider will collaborate with exist-
ing community-based child care providers and Head 
Start programs. 
(5) A description of how students and families 
will be assisted in obtaining supportive services 
available in their communities. 
(6) A plan to promote parental involvement in 
the prekindergarten program. 
(7) A description of how teachers will receive 
ongoing professional development in early childhood 
development and education. 
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(8) An assurance that prekindergarten pro-
grams receiving funds under this Act provide the 
data required in section 7(c). 
SEC. 6. PROFESSIONAL DEVELOPMENT SET-ASIDE. 
(a) IN GENERAL.—A designated State agency may 
set aside up to 5 percent of a grant under this Act for 
ongoing professional development activities for teachers 
and staff at prekindergarten programs that wish to par-
ticipate in the universal prekindergarten grant program 
under this Act. A designated State agency using the set- 
aside for professional development must include in its ap-
plication the following: 
(1) A description of how the designated State 
agency will ensure that eligible prekindergarten pro-
gram providers in a range of settings (including 
child care providers, Head Start programs, and 
schools) will participate in the professional develop-
ment programs. 
(2) An assurance that, in developing its applica-
tion and in carrying out its program, the profes-
sional development provider has consulted, and will 
consult, with relevant agencies, early childhood orga-
nizations, early childhood education experts, and 
early childhood program providers. 
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(3) A description of how the designated State 
agency will ensure that the professional development 
is ongoing and accessible to educators in all geo-
graphic areas of the State, including by the use of 
advanced educational technologies. 
(4) A description of how the designated State 
agency will ensure that such set-aside funds will be 
used to pay the cost of additional education and 
training. 
(5) A description of how the designated State 
agency will work with other agencies and institutions 
of higher education to provide scholarships and 
other financial assistance to prekindergarten staff. 
(6) A description of how the State educational 
agency will provide a financial incentive, such as a 
financial stipend or a bonus, to educators who par-
ticipate in and complete such professional develop-
ment. 
(7) A description of how the professional devel-
opment activities will be carried out, including the 
following: 
(A) How programs and educators will be 
selected to participate. 
(B) How professional development pro-
viders will be selected, based on demonstrated 
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experience in providing research-based profes-
sional development to early childhood educators. 
(C) The types of research-based profes-
sional development activities that will be carried 
out in all domains of children’s physical, cog-
nitive, social, and emotional development and 
on early childhood pedagogy. 
(D) How the program will train early 
childhood educators to meet the diverse edu-
cational needs of children in the community, es-
pecially children who have limited English pro-
ficiency, disabilities, and other special needs. 
(E) How the program will coordinate with 
and build upon, but not supplant or duplicate, 
early childhood education professional develop-
ment activities that exist in the community. 
(b) USES OF FUNDS.—Funds set aside under this 
section may be used for ongoing professional develop-
ment— 
(1) to provide prekindergarten teachers and 
staff with the knowledge and skills for the applica-
tion of recent research on child cognitive, social, 
emotional, and physical development, including lan-
guage and literacy development, and on early child-
hood pedagogy; 
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