In June 2025, the Hawaii Legislature passed Act 204, which clarifies how the state’s School Facilities Authority (SFA) oversees and implements the expansion and improvement of early education program facilities.
Act 204 specifies that the School Facilities Authority is responsible for projects related to facilities for prekindergarten, preschool, child care, and early learning programs; workforce housing; and any public school development, planning, and construction assigned by the Legislature, Governor, or Board of Education. It also allows the SFA to partner with public and private development agencies to design, build, and/or update early learning program facilities.
Among other intended benefits, Act 204 clarifies responsibility for implementing Act 152, which authorized repurposing unused public school facilities and other state-owned properties for early learning programs. Together, acts 204 and 152 aim to expand access to early education programs—particularly for families in underserved areas of Hawaii—by repurposing unused facilities, improving program quality, and clarifying which agency plays what role.
Sources:
Hawaii Legislative Assembly. Act 204. Thirty Third Legislature (2025). https://www.capitol.hawaii.gov/sessions/session2025/bills/HB329_CD1_.htm
Office of the Lieutenant Governor. (n.d.). Lt. Governor Luke Signs Bill Expanding Preschool Open Doors to Include 2-Year-Olds, Support Working Families.
University of Hawai’i Office of the Vice President for Budget & Finance/CFO. (July 2025). Legislative Summary on Issues Impacting the University of Hawai’i System.
Connections to Key Early Learning Study at Harvard (ELS@H) Findings:
High-quality, affordable early education and care supports children’s healthy development and allows families to work, engage in their own educational pursuits, and/or participate in other aspects of community life. To support children and families in these instrumental ways, research suggests there is a need to expand the availability of early education opportunities across the mixed-delivery system.
Findings from the Early Learning Study at Harvard (ELS@H) show:
- Families rely on a range of formal (e.g., Head Start, center-based care, public pre-K) and more informal (e.g., home-based, relative care) early education settings; when choosing a setting for their child, families balance many logistical constraints and personal preferences.
- But for many families – and especially low- and middle-income families – early education choices remain tightly constrained due to issues of affordability and supply.