Minnesota Pushes Baby-Readiness for the Workforce as Means for Infant Education

Baby photo for the workforce

Minnesota Pushes Baby-Readiness for the Workforce as Means for Infant Education

By Linda Bell

Invited Testimony: On January 24, 2019, the MN House Early Education Committee invited Labor Economist, Aaron Sojourner of the Carlson School of Management, to provide his ideas on behalf of the organization, “First 1,000 Days.” Essentially, Sojourner feels strongly that prenatal home visits and school by year 1 for all children is optimal for their “brain growth” and good for our state’s “economic development.   Read on.  Listen here.  http://ww2.house.leg.state.mn.us/audio/mp3ls91/child012419.mp3

[You should know from the onset, MACC respectfully disagrees with Mr. Sojourner’s ideas.]

The vision: “If we can use investment – we can drive the success of the community.”

A mid-1980s research experiment, the “Infant Health & Development Program” was used as evidence for the necessary school child development. Personally, I wonder why more legislators didn’t question the hypothesis from this flawed “research” that studied only the top wealthiest 20% and lowest income-level 20% when results were easily predictable.  The lowest 20% made gains via school and school breakfast and lunch. Wouldn’t we have expected this outcome? And, their conclusion based on flawed research? Enroll all infants in school, free, full-day, 5 days a week.  Their brains are not developing well at home with their parents.

From his testimony, “Families have the least private resources early in their lives.  Our kids are young and have the most private responsibilities which creates a cascade of crises, but go back to that fundamental tension… It’s really hard to meet the dual responsibility of caring and earning.”  And yet, families have been raising children for centuries!!!

Caveat: MACC absolutely supports helping those who are malnourished!!! Who wouldn’t? However, this research doesn’t show ANY “evidence” to warrant moving all children into the schools from birth or 1 year.  Remember: We already have numerous programs in place to help those in need and for a variety of needs.  (Unfortunately, some of these programs are riddled with fraud/corruption!)  But for the malnourished, certainly changes in the amount of funding can be amended as needed without placing the entire population of infants into school!

Secondly, a plea was made to Minnesota businesses because infants in schools will make great investments and benefit the workforce.  Yes!  Check the hearing audio with your own ears!  This thinking comes to us from the Workforce portion of the Common Core Standards.  Indeed, many in business have been indoctrinated into believing that their charitable acts will better all of society, without of course, asking us! Did Prof. Sojourner consider the effects on the family? Does he realize that not everyone sees their children as a game piece for the workforce overlords?

From testimony: “James Heckmack, Nobel Laureate at the University of Chicago estimated an 8% return on early childhood programs.  The rate of return to private capital in the stock market is doubled rate of return. If you invest $1 for 20 years @ 8%, you make $50.00.”[per child]  Really!!!

And continuing, Human capacity develops through a “life-long process” [cradle-to-grave] and early in kids’ lives their brains are very subject to contingency based on their experiences.”

Concluding, Prof. Sojourner declares, Early experiences have life-long consequences. We should think about this time in a kid’s life as a once in a life-time investment opportunity and this shouldn’t be seen as a burden – it’s both.  We don’t get those years back!  We are the most of families when they have the least provokes this set of crises that are entirely predictable.  With information we can better decisions about and invest in our resources.

Well, here the professor is partly correct!  There are very few parents who would miss those precious early childhood experiences!  Every parent knows that loving, caring and spending time with your children do have life-long consequences and we can never get those years back.  We definitely agree there!

The First 1,000 Days’ website supports helping others by fighting malnutrition.  So why is Professor Sojourner promoting infant schooling for all children?  After looking through the website, especially at the sponsors… Bill & Melinda Gates Foundation, JI Packard Foundation, Kellogg Foundation and others, I could not find any mention of infant education but did find the resource page and their call to action.

“As the world embarks on the new era of sustainable development to end poverty in all its dimensions, your leadership is urgently needed to prioritize investments in nutrition. Achieving the Sustainable Development Goals (SDGs) that our governments have adopted requires a much stronger focus on ensuring that all people—but especially women and children—have the nutrition they need to thrive.” 

 Bingo! So the First 1,000 Days is helping to implement the United Nations’ sustainable development goals, of which some are not-so-good. You can also see their alliance with UNICEF, United Nations International Children’s Fund

First 1,000 Day graphic

Founding Partners:

First 1,000 Days sponsors

And 80 other world-wide partners.  https://thousanddays.org/about/partners/

And allies:

First 1,000 Days alliesTAKE ACTION!

These grant approvals and bills are moving very fast in both Senate and House, no matter how far away their genesis originates!  IMMEDIATE: Call education committee chairs today!

“I do not want further incremental or expansive funding for 4 year Preschool, Home Visiting OR Birth to 3 Education through bill passage or acceptance of federal grants, writing new state grants. Tell them to HIT PAUSE before the legislature goes any further in funding mandates that the public is not interested in.”

Sen. Carla Nelson, Chair, Senate Ed Policy & Finance 651-296-4848

Rep. Dave Pinto, Chair, House Early Education 651-296-4199

Rep. Cheryl Youakim, Chair, House Education Policy 651-296-9889

Rep. Jim Davnie, Chair, House Education Finance 651-296-0173

All in all, those who promote a top-down structured early education, whether for Preschool 4s, or Birth to 3s or Home Visiting, all have a certain mindset that children are better off in a school setting away from their parents.  We could draw connections to any number of socialist, communist and fascist governments who gathered in all the children while pushing off parents.  Today in America, government and corporate hands are working far too closely.  Somehow our legislators are just not seeing it.  We can do better for our children and our children’s children!  It’s up to US to help them!!!







TAKE ACTION: Minnesota’s Next Frontier: Birth to 3 Education “Great Start for ALL” Part 2

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TAKE ACTION: Minnesota Pushes Birth to 3 Years Education

“Great Start for ALL Minnesota Children Act” Part 2

By Linda Bell

What if I told you that government wishes to place your infants into public school or early head start at least by their first birthday or if not at birth?  What if I told you that this idea that government knows better how to love and care for your child than you do has existed for quite a while?  Those who believe that the state should raise your child are coming to do the unthinkable.  Let’s hope level heads prevail!

BILLS and GRANTS are flooding every U.S. state house to establish a birth to 3 education and prenatal to 3 home visiting system.  Be on the watch for those legislators who want to officially bring in 4 year old fully-funded or near fully-funded preschool which would complete the birth to workforce continuum. Recent invited testimony for the Minnesota House demonstrates the clear intent behind these bills.  The intent and implementation of this Act will occur through the passage of state bills based on the acceptance of federal or state grants that both sides of the aisle must pass.


Remember Melissa Harris-Perry, the Tulane professor and host of the Melissa Harris-Perry show on MSNBC? In 2013 she stated,  “We have never invested as much in public education as we should have because we’ve always had kind of a private notion of children: your kid is yours and totally your responsibility. We haven’t had a very collective notion of these are our children.”

“So part of it is we have to break through our kind of private idea that kids belong to their parents or kids belong to their families, and recognize that kids belong to whole communities.” 

“Once it’s everybody’s responsibility and not just the household’s, then we start making better investments,” Harris-Perry added.

 If you’ve been following, Part 1 detailed Home Visits statewide for Minnesota mothers prenatally to the child’s 3rd birthday and their expansive funding for those who are, or have, “high risk, high need, mental illness” as well as new categories, “first-time mothers, those with young families.” We are watching 2 replica bills in the House and now in the Senate regarding the “Great Start for ALL Minnesota Children Act.”

Well, you don’t really mean it!  Funding to put infants in school?  What’s in Article 3 of the “Great Start for ALL Minnesota Children?”

 Section 1: The Great Start Fund

The Great Start Fund would be established in the state treasury and will provide by law, as well as include funds “donated, allotted, transferred, or otherwise provided.”

This shows the intent that state funding for Birth to 3 education is meant to be long-term and continuous. 

Birth to 3 Appropriations

The Great State Fund. Monies appropriated from the fund to the commissioner of education for early learning scholarships to the commissioner of education to all eligible applicants. Also, utilize other funds available for the basic sliding fee child care assistance program. Additionally, the commissioner of health is to “ensure program availability to all eligible applicants” and utilizing other funds available “from state and federal sources.”

Expansive Appropriations

Subdivision 3. Birth to 3. Eligibility.

  • “The eligibility requirement for funds appropriated under Subd. 2 are as follows:
  • Parents or guardians have income equal to or less than 400% of the federal poverty level income in the current calendar year.
  • A child is from birth to 3 on September 1 of the current school year.”

Please note!  “BIRTH TO 3…”  Birth to 3.  I literally have to pinch myself as I write.  What kind of government wants babies enrolled in school?

Second, check the 2019 Federal Poverty Level (below) for recipients of the Birth to 3 funding.  Basically, if you have a family of 4 and make a little more than $100,000.00 at 400% of federal poverty level, you can receive funding.  Involvement is increased to the near-upper middle class.  “Based on Pew Research Center data for the 2017 fiscal year within the Center’s parameters, an income range of $41,000 and $132,000 is considered to be middle class.”  https://www.thestreet.com/personal-finance/what-is-middle-class-14833259

Federal povery level 2019

Generally, the remainder of Article 3 is not amended, other than older funding regarding Early Learning Scholarships for pre-kindergarten and school readiness plus and now combined to “not more than 7,160 participants for a fiscal year.”

So what’s the intent behind these bills? 

 You’ll need to read Pt 3 which I should have out later this afternoon.


These grant approvals and bills are moving very fast in both Senate and House!  IMMEDIATE: Call education committee chairs today!

“I do not want further incremental or expansive funding for 4-year Preschool, Home Visiting OR Birth to 3 Education through bill passage or acceptance of federal grants, writing new state grants. I am asking you to, “HIT PAUSE” before the you or the legislature goes any further in funding mandates that the public is not interested in.”

Sen. Carla Nelson, Senate Ed Policy & Finance 651-296-4848

Rep. Dave Pinto, House Early Education 651-296-4199

Rep. Cheryl Youakim, House Education 651-296-9889

Rep. Jim Davnie, House Education Finance 651-296-0173

We have some work to do here!!  Our legislators appear to sincerely believe in this utopia of their own making, not their constituents! What effect will these bills have on children, parents and families, and thus, society? Let’s make our voices known while we still have time.


Read Part 3 to hear testimony voices that show clear intent for these ideas.