Creating Early Childhood Leaders Act

Brittany Pettersen

Democrat · CO · Representative

Source: Congress.gov · FEC

• Jahana Hayes (D-CT-5)Original· 2026-05-15

Referred to the House Committee on Education and Workforce.

2026-05-15

Source: Congress.gov

The legislation would establish new programs and funding to train and support early childhood educators, helping to develop a stronger workforce of teachers and caregivers for preschools and childcare centers. It aims to make these jobs more attractive and sustainable by improving pay, benefits, and professional development opportunities for people working with young children. Families seeking quality childcare and early education would benefit from having more qualified and stable educators available.

AI-assisted summary generated from the official bill metadata (title, subjects, actions) sourced from Congress.gov. Cached and reviewed. Always verify against the official text linked below.

[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [H.R. 8859 Introduced in House (IH)] <DOC> 119th CONGRESS 2d Session H. R. 8859 To amend the Higher Education Act of 1965 to increase the knowledge and skills of principals and school leaders regarding early childhood education. _______________________________________________________________________ IN THE HOUSE OF REPRESENTATIVES May 15, 2026 Ms. Pettersen (for herself and Mrs. Hayes) introduced the following bill; which was referred to the Committee on Education and Workforce _______________________________________________________________________ A BILL To amend the Higher Education Act of 1965 to increase the knowledge and skills of principals and school leaders regarding early childhood education. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE. This Act may be cited as the ``Creating Early Childhood Leaders Act''. SEC. 2. FINDINGS AND PURPOSE. (a) Findings.--Congress finds the following: (1) Since principals and school leaders have the second largest in-school impact on student achievement (after teachers), a principal or school leader's knowledge has a substantial impact on the teachers and students under the principal or school leader's supervision. (2) Principals and school leaders are increasingly being asked to supervise teachers and children in pre-kindergarten programs, yet school leaders often do not have training in early childhood education. (3) Given the critical development that occurs in a child's early life and the impacts of this developmental period on later life outcomes, understanding the standards of early childhood education is particularly important. (b) Purpose.--The purpose of this Act is to ensure that principals and school leaders are able to effectively support teachers in providing pre-kindergarten students with developmentally appropriate instruction. SEC. 3. SCHOOL LEADER TRAINING REGARDING EARLY CHILDHOOD EDUCATION. Section 202(f)(1)(B) of the Higher Education Act of 1965 (20 U.S.C. 1022a(f)(1)(B)) is amended-- (1) by striking clause (v) and inserting the following: ``(v) engage and involve parents, community members, the local educational agency, businesses, providers of early childhood education programs, and other community leaders, to leverage additional resources to improve student academic achievement;''; (2) in clause (vi), by striking the period at the end and inserting ``; and''; and (3) by adding at the end the following: ``(vii) understand child development, social and emotional development, developmentally appropriate behavioral interventions and supports, and effective instructional leadership skills for children from birth through age 8, in order to effectively manage and support developmentally appropriate early childhood education programs.''. <all>

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