Community Perspectives on Early Childhood Education
Community Perspectives on Early Childhood Education Survey Summary
March 14, 2025
In February 2025, Zero to Five Montana, in partnership with the University of Montana’s Institute for Early Childhood Education and Montana State University, conducted a community-based survey to better understand local experiences navigating early childhood education programs both public and private across Montana.
The survey was developed in response to House Bill 352, passed during the 2023 Montana Legislative Session, which enabled public school districts to offer targeted early literacy intervention programs to 4year-olds at risk of not reading proficiently by third grade. As the program rolled out statewide in 2024, this survey sought to gather community feedback to guide ongoing implementation and inform future policy.
The survey, distributed across seven Montana counties with active early literacy networks, included 12 content questions within four focus areas:
2.
1. ConnectionsandRelationships: Programs frequently engage with nonprofits and health partners, but coordination systems remain fragmented and often lack clarity
KnowledgeofCommunityResources: While most respondents reported being familiar with local early childhood programs, confusion persists around eligibility criteria, screening practices, and curriculum consistency for early literacy initiatives
Many professionals feel confident in supporting families, but note significant challenges in how well families understand and access available services.
Summary of Recommendations
Clarify and communicate early literacy program requirements
Strengthen community partnerships, especially with cultural organizations.
Improve family outreach and resources to support navigation of early childhood services.
Foster increased collaboration and standardized transitions across the early childhood system
This report offers a snapshot of local experiences to inform ongoing implementation of early literacy initiatives and guide future improvements in Montana’s early childhood education system.
Background and Objectives
House Bill 352 was enacted in 2023 to increase third-grade reading proficiency through targeted early literacy intervention programs for 4-year-olds identified as at risk The legislation allowed public school districts to voluntarily implement programming beginning in 2024, offering support through:
Home-based programs for children not yet in second grade, with a focus on parent engagement. Jumpstart programs held during the summer prior to a child's kindergarten through third-grade entry.
Classroom-based programs for pre-kindergarten children, offered part- or full-time
Eligibility is determined through a locally administered screening process each spring
As of early 2025:
Over 1,200 children participated in summer Jumpstart programs
Over 1,900 children are enrolled in classroom-based programs.
More than 1,300 of 1,500 licensed slots were claimed for home-based models across 37 districts.
99 districts are implementing at least one program model
The 2025 Legislative Session includes several bills seeking to expand or refine the initiative, including:
HB 338: Adds early numeracy and adjusts screening timelines
HB 628: Allows some on-track students to participate with peers
HB 654: Enables partnerships between school districts and community-based organizations.
In response to this evolving policy environment, Zero to Five Montana collaborated with university partners to gather community feedback to inform future implementation and advocacy.
History of the Early Literacy Initiative
The launch of HB 352 marked a significant shift in Montana’s early learning landscape. It created an opportunity for public schools to offer literacy-focused interventions to pre-kindergarten children. While participation is optional for districts, the goal is statewide improvement in third-grade reading outcomes through earlier support This survey was designed to explore how early learning stakeholders including child care providers, school staff, nonprofit leaders, and others are experiencing the rollout of these interventions
Affordability and Access: Cost and limited availability of high-quality child care remain major barriers
System Fragmentation: Disconnects between public schools, Head Start, and child care programs hinder transitions and coordination.
Workforce Concerns: Recruitment and retention issues persist due to low wages and limited professional development
Funding: Sustainable, equitable funding remains a top priority
Need for Standardized Transitions: Communities expressed a need for shared processes during key transitions.
“I remain hopeful, however, that we can work together as an early childhood community to ensure we are supporting one another and our children and their families.”
“Collaboration among schools, nonprofits, businesses, and local leaders can drive innovative solutions ”
While local programs are well-known, there is confusion surrounding the early literacy program, especially regarding eligibility, screening, and curriculum.
Improve outreach and training on early literacy eligibility, screening, and program expectations.
Support legislation to standardize criteria, curriculum, and up-front funding
“Thereisn’taclearpathwayforfamiliestofind support theyoftenhavetostumbleuponit.”
Connections and Relationships
Communities engage with nonprofits and healthcare providers, but systems for connecting families to services remain unclear or underdeveloped
Improve outreach and training on early literacy eligibility, screening, and program expectations.
Support legislation to standardize criteria, curriculum, and up-front funding.
NavigatingandSupportingPathways
While providers feel confident supporting families, they observe that many families don’t fully understand the programs available to them. Provide Provide clear, accessible resources to help families understand early learning options
Support family engagement during transitions (e g , child care to kindergarten)
CollaborationandConnection
Communities are working toward better collaboration, but many report inconsistencies and misalignment between programs and systems
Facilitate local cross-sector partnerships among child care, school districts, Head Start, and others.
Advocate for a standardized early childhood transition protocol statewide.
As Montana’s early childhood system continues to evolve, this report provides an opportunity to uplift local voices and experiences in shaping a more cohesive, accessible, and effective learning environment for children and families across the state.
