The New Hampshire Legislature's House Education Policy and Administration Committee convened on May 27, 2025, to discuss Senate Bill 69, which focuses on the acceptance of charitable contributions by local school boards and the establishment of a virtual early childhood readiness family engagement program. This initiative aims to enhance literacy readiness for preschool children not yet enrolled in kindergarten.

Representative Glenn Cordelli, the bill's prime sponsor, emphasized that the proposed amendments would allow school boards to vote on both the acceptance and rejection of donations, ensuring a more comprehensive approach to managing contributions. The bill also introduces a modified version of a previously passed kindergarten literacy program, now tailored for preschoolers. This virtual program is designed to provide essential literacy skills in reading, math, and science, funded primarily through private donations rather than state funds.

The committee engaged in a robust discussion regarding the implications of the bill. Concerns were raised about the program's reliance on online delivery, particularly for young children who benefit from hands-on learning experiences. Some representatives questioned whether the program would adequately meet the needs of children with Individualized Education Programs (IEPs) and how it would interface with existing educational services.

Supporters of the bill, including representatives from educational nonprofits, highlighted the potential for the program to close early learning gaps and provide equitable access to quality pre-kindergarten education. They noted that the program would be adaptive and interactive, aiming to engage children effectively within a limited screen time framework.

However, skepticism emerged regarding the program's readiness and the lack of detailed implementation plans. Some committee members expressed doubts about the adequacy of the proposed reporting measures, which focus primarily on participation numbers rather than comprehensive assessments of educational outcomes.

As the committee prepares to vote on the bill, the discussions reflect a broader commitment to improving early childhood education in New Hampshire while balancing the need for fiscal responsibility and effective program delivery. The outcomes of this meeting could significantly influence the educational landscape for young learners in the state, with potential implications for future funding and program development.