The Early Learning Educational Task Force, composed of representatives from both the public and private sectors of the state's education and social services communities, has worked tirelessly over the past two years to research and design a sustainable, cohesive early learning system that will provide all of Hawai'i's keiki with the quality early learning opportunities they so urgently need.

Since the presentation of its final report to the Legislature this past January, the task force — together with countless early childhood education providers and families from across the state — has strongly advocated for the establishment of such an early learning system in Hawai'i. They believe that, as the subtitle of the 2007 report by the National Scientific Council on the Developing Child urges, now is the time to "close the gap between what we know and what we do."

Similar sentiments regarding the vital need for and importance of early learning are echoed nationwide. Across the country, there is general agreement among early education researchers, neuroscientists, economists, politicians and the broader community that there is a positive impact upon the development and motivation of children who experience quality early learning experiences. Many conclude that the investment yields positive results to the community in terms of productivity and democratic participation. Research indicates reduced dropout rates, reduced crime and increased workforce preparedness.

Many state policymakers have heard this call to action and are working hard to pass a bill that will create a universally accessible, comprehensive and instructionally rigorous early childhood system similar to the one proposed by the task force, called the Keiki First program. Through the establishment of an Early Learning Council to govern and coordinate this program, we will be one step closer to closing the aforementioned "gap" between our understanding of the educational needs of young children and the current early learning offerings available in Hawai'i, and building a first-rate future for our communities and state.

Forty states already have implemented early-learning programs. In Hawai'i, our present early-learning system has several shortfalls, and we cannot afford to delay its improvement any longer.

Approximately 40 percent of our young children come from families that cannot afford to send them to early-education programs, and those programs that do offer federal and state subsidies — such as Head Start — are filled to capacity and have waiting lists. There also has been an increase in the number of "gap group" families that earn too much to qualify for federal or state need-based subsidies or programs such as Head Start, and yet do not earn enough to pay for preschool tuition. Their choices are limited, often unstable, and of varied quality.

Thus, many of our young children are entering kindergarten unprepared to succeed in school. This is reflected by the fact that, currently, more than 80 percent of our kindergarten students cannot demonstrate the necessary pre-literacy skills. Given this figure, is it surprising that almost 40 percent of our public school third-grade students were not reading at grade level in 2007?

In addition, we estimate that nearly 7,000 children are currently in programs that are in need of both improved instruction and program quality. Only an approximate 22 percent of our preschool programs are nationally accredited, and we must invest in workforce development and professional training to significantly increase this accreditation rate. We must do better!

We have been successful in promoting young children's development and improving quality care for our keiki in the public and private sector. As a result, Hawai'i stands now at the threshold of investing in quality early childhood education and connecting that investment to current safety, health, child care and early education services.

This legislative session, an Early Learning Council is being proposed to govern and coordinate the proposed integrated early learning system.

The success of such a council will require support from this bipartisan public/private team as well as their commitment to connect their programs and planning efforts into a well-articulated system with a common vision. The council must be composed of key stakeholders, fully reflecting the depth of early learning expertise in Hawai'i.

We believe in the great benefits derived from investing in quality public and private early childhood programs. We know a well-articulated common agenda from legislative, executive and private sector leaders is necessary for real progress. It is crucial that we forge a common plan of action with an agreed-upon governance mechanism that will convince Hawai'i that we must invest in early childhood. As Abraham Lincoln noted, "You cannot escape the responsibility of tomorrow by evading it today."

Faced, however, with decreasing tax revenues and countless other funding requests, it is a time when tough decisions will be required of our state representatives. We urge legislators to stand strong with us and pass this bill into law. Investing in young children is the right thing to do. The time for commitment is now.

Robert G. Peters of Hanahau'oli School is co-chair of the Act 259 Early Learning Task Force. Liz Chun is executive director of Good Beginnings Alliance.Voices of Educators is comprised of some of Hawai'i's top education experts, including: Liz Chun, executive director of Good Beginnings Alliance; Patricia Hamamoto, superintendent of the Department of Education; Christine Sorensen, dean of the University of Hawai'i's College of Education; Donald B. Young, Hawai'i Educational Policy Center; Roger Takabayashi from the Hawaii State Teachers Association; Sharon Mahoe of the Hawai'i Teacher Standards Board; Alvin Nagasako of the Hawaii Government Employees Association; and Robert Witt of the Hawaii Association of Independent Schools. Visit their Web site at www.hawaii.edu/voice.