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Chandler Unified outlines expansion of preschool while warning funding limits could curb growth
Summary
District leaders told the school board at a study session that Chandler Unified serves about 1,000 preschool-age children now, plans to open roughly 47 preschool/pre‑K classrooms and aims to increase retention into kindergarten — but said federal and state funding gaps and the end of ESSER dollars pose a major risk to sustaining recent gains.
Dr. Fletcher and district early‑learning staff presented a plan to expand Chandler Unified School District’s preschool and pre‑K programming during a board study session, emphasizing both recent enrollment gains and persistent funding limits.
The presentation framed the issue in national and state terms. “Roughly only 18% or 4,200,000 children in the country have access to an early childhood programming between the ages of 0 and 4,” Dr. Fletcher said, noting Arizona’s share of younger learners in high‑quality settings had risen recently but that much of that growth relied on short‑term federal dollars.
The board heard why the district is pursuing growth and alignment. District staff said Chandler Unified currently serves roughly 1,000 preschool‑age children on a steady basis over the past five years and counted 941 enrolled at the time of the presentation. The district’s demographer estimates about 16,000 children ages 0–4 live within CUSD boundaries. “As of 2526, starting next year and beyond, we will have approximately 47 preschool, pre kindergarten classrooms,” Dr. Marshall said when describing the enrollment and classroom targets the district plans to reach.
Why it matters: early childhood programs affect both child readiness and family stability. Presenters cited research linking high‑quality pre‑K with better outcomes for children and said expanding access increases the likelihood families will enroll in CUSD for kindergarten and beyond — the district reported about 72% of its 4‑year‑old pre‑K students later enrolled in CUSD kindergarten.
What the district already does and how it’s funded. Staff described a multi‑year effort to standardize curriculum, classroom furniture and coaching across settings that include community‑education tuition classrooms, Title I‑funded full‑day preschools, and special‑education placements. The district uses a “braided” funding model that mixes tuition, First Things First/Quality First support, Title I dollars and special‑education federal funds; that braided approach is intended to share costs for curriculum, furniture and shared services. Staff also reported the district adopted a common child‑outcome survey to monitor progress after moving from Teaching Strategies GOLD and said many preschool classrooms are licensed by the Arizona Department of Health Services (DHS).
Inclusion and program models. Presenters said the district has expanded inclusive classrooms that place students with disabilities alongside typically developing peers and increased itinerant early‑childhood special‑education staffing to support children in those settings rather than pulling them into separate sites. The district said it now offers dual‑language exploration programs at several elementary sites and that some campuses host three‑year‑old inclusive classrooms where appropriate licensing and staff ratios allow.
Board questions highlighted evidence and access. Board members pressed staff for outcome data and enrollment projections. Mary Heath (board member) asked whether the district can compare K–2 outcomes of students who attended CUSD pre‑K with those who did not; presenters said Teaching Strategies GOLD and new district child‑outcome surveys show gains during preschool, and staff are working to better align preschool assessments with K–12 measures to support longitudinal tracking. The district noted prior tracked cohorts showed higher kindergarten readiness among children who attended CUSD preschool, but staff said limitations remain for comparing children who were never enrolled in any formal preschool outside CUSD.
Barriers and next steps. Presenters repeatedly flagged funding as the main impediment to growth and sustainability. Staff said much of the recent increase in state participation came through federal ESSER funds and warned that when those one‑time dollars end, participation and program availability could fall. The district proposed looking for creative funding partnerships, expanding outreach and marketing, evaluating space use (school‑based versus centralized centers), and pursuing targeted grants and nonprofit partnerships to sustain expansion.
Discussion vs. decision. The study session produced no formal board motions or votes. The presentation and question period were described as informational; staff said they would return with cost estimates, implementation options and additional data as planning continues.
Looking ahead. Staff said further work will focus on curriculum alignment (pre‑K through grade 5), staffing and professional development, licensing all preschool classrooms to DHS rules, and continuing to braid Title I, special‑education, First Things First and tuition revenues. The board did not adopt a binding plan during the session but indicated support for pursuing expansion subject to funding constraints.
