Opinion: Mass. has a pre-K challenge but New Bedford may be part of solution

A recent article by Colin Hogan underscores what many families already know: early education is expensive, hard to navigate, and too often out of reach. Even with growing recognition of its long-term benefits, access remains uneven.

What the article did not fully explore is that terms like “preschool,” “pre-K,” and “early childhood” are imperfect shorthand for some of the most complex education, care, and human service systems in public life. Comparing states through simplistic “50-state rankings” or equating pre-K systems with K–12 education can obscure more than it reveals. Every state is different. Every community is different. The needs of infants, toddlers, 3-year-olds, and 4-year-olds are profoundly different. Even classroom-to-classroom variation can be significant depending on student needs, staffing, inclusion models, and family circumstances.

However, in New Bedford, there is more optimism and opportunity than ever before.

New Bedford already has a strong foundation. The Parker Early Childhood Center now serves as a hub for early learning. The Commonwealth Preschool Partnership Initiative (CPPI) is helping align curriculum and expanding access across providers. The state’s financial investments demonstrate a clear and sustained commitment to early education. Under the Healey administration, these investments have expanded, strengthening the state’s role as an active partner in advancing preschool access and quality.  And for more than a decade, the New Bedford Birth–3rd Grade Partnership has united educators, families, and community organizations around shared goals for children.

New Bedford’s CPPI partnership is designed to expand access to high-quality, affordable, and inclusive preschool, particularly for 4-year-olds. CPPI strengthens a mixed-delivery system — combining public school and community-based classrooms — to promote school readiness while supporting family choice. It also provides funding to reduce tuition costs through scholarships and subsidies, with the goal of offering low-cost or free, full-day, full-year preschool options.

A May 2025 CPPI Data Brief shows substantial growth in participation, with the number of children enrolled in CPPI classrooms increasing from 824 in 2020 to 3,249 in 2025. Additional information and data are available through the Massachusetts Department of Early Education and Care’s CPPI Data Brief: CPPI Data Brief (May 2025)

In response to a threefold increase in the number of pre-K students with disabilities, the CPPI partnership has implemented an itinerant services model. This approach enables specialists — such as special education teachers and therapists — to travel between schools and childcare centers to deliver direct services to children, while also providing consultation and coaching to classroom staff. Grounded in principles of inclusion, the model supports children within their natural, community-based learning environments.

Over the past five years, hundreds of children have received special education services in inclusive settings, benefiting from consistent, high-quality support embedded throughout their daily routines. This model also empowers families to choose programs that best fit their schedules, financial circumstances, and their children’s individual needs.

For New Bedford, the response is not to start over, but to better connect what already works.

As Mayor Jon Mitchell recently noted, helping students succeed starts with a strong early foundation. Research is clear: investing in early childhood, especially in developing language, social, and cognitive skills, can reduce the need for special education later and improve long-term outcomes.

Now, the focus is on coordination. Mayor Mitchell has proposed an Early Childhood Coordinator to serve as a “quarterback” for this growing network, ensuring providers communicate effectively, identify challenges earlier, and connect families to the right supports faster.

This kind of alignment is what turns strong programs into a strong system.

Leaders like Gov. Maura Healey have emphasized the importance of early education. This April, Superintendent O’Leary joined the governor for her announcement of $1.75 million in Skills Capital Funded to expand an early childhood education vocational pathway for hundreds of NBHS students. But beyond funding, what’s needed is a more connected, responsive approach that works for families and delivers real results for children.

New Bedford is ready to lead.

If we get this right, more children will arrive at kindergarten ready to learn, ready to connect, and ready to thrive. And that’s an investment that pays dividends — for students, families, and the future of our communities.

Kathleen Treglia is co-chair of B-3: Community Liaison Little People’s College. Pam Kuechler is co-chair of B-3: Executive Director, PACE. Sandra Ledvina is co-chair of B-3. Sarah Rose is chief impact officer of United Way of Greater New Bedford. Andrew B. O’Leary is superintendent of New Bedford Public Schools.