Objective Expand full-day prekindergarten to be free for all 3- and 4-year-olds from low-income households up to
300% of the federal poverty level, and to be available to all other 4-year-olds on a sliding scale through a public-private mixed delivery system.
Rationale High-quality early learning experiences are critical to brain development and establishing a strong educational foundation. Ensuring that 3- and 4-year-olds—especially those from low income families—have access to full-day Pre‑K is essential for readiness and equity.
Mixed-Delivery System
- Build provider capacity via
Prekindergarten Expansion Grants that support both public and eligible private providers, including
Head Start providers.
- Increase the proportion of Pre‑K slots served by private providers, from a minimum of 10 % in FY 2025, increasing by 10% annually until reaching 50 % by FY 2029 (waivers available where demand or provider supply is limited).
- Local Education Agencies (LEAs) will formalize their role in Pre‑K expansion documented in MOUs with participating private providers.
- MSDE will convene a
Pre-K Systems Analysis Workgroup to analyze and recommend ways to improve Maryland’s publicly funded mixed-delivery system.
High-Quality
- Require both public and private providers to adhere to rigorous quality standards (e.g., MSDE accreditation and participation in Maryland EXCELS rating system).
- Raise educator and paraeducator qualifications: Beginning in 2027-28, Pre‑K teachers must be state-certified or hold a bachelor's degree (in any field) while pursuing certification; paraeducators must hold at least a Childhood Development Associate CDA with preschool designation or associate’s degree in early childhood education or child development.
- Require reporting from MSDE and LEAs to the AIB and General Assembly on Pre‑K expansion, enrollment, quality, and provider participation.
Under the Blueprint, income eligibility is based on a system of tiers. The table below shows the rates that families are eligible to pay for full-day Pre-K, based on the tier into which they fall. Tier I families and certain Tier II families are eligible for subsidized Pre-K, based on a
sliding scale.
School Year |
Tier |
Income Range (FPL %) |
Multilingual Learners and Students with Disabilities |
NOT Multilingual Learners or Students with Disabilities |
|---|
2025–2026 |
Tier I |
≤ 300% |
Free |
Free |
Tier II-A |
301–360% |
Free (treated as Tier I) |
Sliding scale (1–2% of income) |
Tier II-B |
361–600% |
Free (treated as Tier I) |
Full cost |
Tier III |
> 600% |
Full cost |
Full cost |
2026–2027 |
Tier I |
≤ 300% |
Free |
Free |
Tier II |
301–600% |
Sliding scale (1–7% of income) |
Sliding scale (1–7% of income) |
Tier III |
> 600% |
Full cost |
Full cost |
Objective Assess all incoming kindergarteners on their readiness for kindergarten using the
Kindergarten Readiness Assessment and provide appropriate support to those who are unprepared.
Rationale Understanding how prepared incoming students are is essential for targeted supports and continuous improvement. A statewide Kindergarten Readiness Assessment (KRA) enables Maryland to pinpoint readiness gaps and drive supports for incoming cohorts.
Kindergarten Readiness Assessment
- Administer a
standardized and culturally responsive Kindergarten Readiness Assessment to all incoming kindergarteners across the state.
- Review and
validate the assessment's fairness, evaluating for racial, linguistic, or cultural bias on a regular basis.
- The previous KRA was found to be biased, as evidenced in
this report.
- A new KRA assessment was
adopted by the Maryland State Board of Education on June 2024 and will be launched in all Maryland Kindergarten classrooms in Fall 2025.
- Use assessment results to guide
interventions, educator training, and early learning quality improvements.
Objective
Increase the number of families with young children statewide who receive services from Patty and Judy Centers, and increase the number of children receiving services from the Maryland Infants and Toddlers Program (MITP). Increase the rate of kindergarten readiness of children receiving services from these centers and MITP.
Rationale
Families are the most influential force in early childhood development. Providing accessible, comprehensive supports strengthens parenting, promotes healthy development, and creates the conditions for educational success.
Judy Centers
-
Judy centers work to prepare children for school by serving as resource hubs, connecting families to year-round full-day ECE services and family support.
- Expand Judy Centers: add nine new centers per year FY 2021–2025, then 18 per year FY 2026–2030 for a total of 126 new centers.
- Provide $275,000 in FY 2021 - 2030 for each new, additional Judy Center.
Patty Centers
- Patty Centers (previously called Family Support Centers) improve the well-being of parents and children ages 0-3 by offering a range of educational and health-related services.
- Expand
Patty (Family Support) Centers: add six additional centers in FY 2021 and three new centers per year from FY 2022–2029.
- Provide $330,000 in FY 2021-2030 for each additional Patty Center.
Infants and Toddlers
