State Board of Education pushes ‘fair share’ tax for cradle-to-grave public school mandate – Michigan Capitol Confidential

Report on Michigan’s Proposed Universal Pre-Kindergarten Initiative and its Alignment with Sustainable Development Goals

A proposal by the Michigan State Board of Education to expand early childhood education has significant implications for several United Nations Sustainable Development Goals (SDGs). The initiative, which aims to establish universal pre-kindergarten for four-year-old children, is framed as a necessary investment, despite recent budget increases for school districts. This report analyzes the proposal’s objectives, resource requirements, and critical perspectives in the context of the SDGs.

Proposal Overview and SDG Framework

H3: Advancing SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities)

The core of the initiative is to provide universal access to pre-primary education, directly addressing SDG Target 4.2, which aims to ensure all children have access to quality early childhood development and pre-primary education. The Michigan Lifelong Education and Potential (MiLEAP) agency has outlined a roadmap to increase enrollment in publicly funded preschool from the current 41% (49,000 children) to 75% (88,500 children) by 2027.

To fund this and other educational enhancements, the State Board of Education endorses a constitutional amendment that aligns with SDG 10 (Reduced Inequalities) by proposing a progressive taxation model. The key components include:

• A 5% surcharge on annual taxable income over $1 million for joint filers.
• A 5% surcharge on annual taxable income over $500,000 for single filers.
• Allocation of raised funds for career/technical education, class size reduction, and educator retention.

By making the program available regardless of family income, the state aims to reduce educational disparities from an early age.

Resource Allocation and Economic Impact

H3: Implications for SDG 8 (Decent Work and Economic Growth)

The expansion is projected to create a significant number of jobs, contributing to SDG 8. The MiLEAP roadmap identifies substantial human resource and infrastructure needs to achieve its enrollment targets. The agency’s plan to offer salaries for lead pre-kindergarten teachers comparable to those of K-12 teachers supports the “decent work” component of SDG 8.

1. Teaching Staff: An estimated 1,700 additional lead teachers and 3,400 more associate teachers will be required. The salary cost for lead teachers alone is projected at $110 million, excluding benefits.
2. Infrastructure: The plan necessitates 1,700 new classroom spaces, with an estimated renovation or creation cost of $107,000 per classroom.
3. Support Staff: Increased administrative personnel, licensing consultants, and maintenance staff will be needed to manage the expanded system and ensure compliance with regulations.

Critical Analysis and Challenges to SDG Attainment

H3: Scrutiny of Efficacy and Alignment with SDG 4 Quality Mandates

Critics question whether the proposal will achieve the “quality” component of SDG 4. Policy analysis from the Mackinac Center for Public Policy suggests the initiative may be an inefficient use of resources, arguing that existing programs for at-risk children, such as the Great Start Readiness Program, are not yet at full capacity. Furthermore, the long-term educational benefits are debated, with some research indicating a lack of positive impact.

• A longitudinal study on Tennessee’s universal pre-K program found that participants performed worse academically than their peers by the third grade, raising concerns about the model’s long-term effectiveness.
• Experts argue the plan would require an unprecedented funding increase to enroll children from high-income households who do not currently require subsidized care.

H3: Governance Concerns and SDG 16 (Peace, Justice and Strong Institutions)

The institutional framework for the proposal has drawn criticism, invoking the principles of SDG 16, which calls for effective, accountable, and transparent institutions. The MiLEAP agency was established in 2023 by an executive order, a move that prompted questions from legislators and the former state superintendent of public instruction regarding its constitutionality. Concerns were raised that the creation of a second education agency could expand bureaucracy without directly benefiting classroom instruction, potentially undermining institutional effectiveness.

Integrated Services and Inter-Agency Collaboration

H3: Promoting SDG 3 (Good Health and Well-being) and SDG 17 (Partnerships for the Goals)

The initiative incorporates a holistic approach to child development, aligning with SDG 3. The 2025-26 state budget mandates that MiLEAP provide wrap-around services, including infant and preschool mental health consultations. This action directly supports SDG Target 3.4, which seeks to promote mental health and well-being.

In fulfilling this mandate, MiLEAP is required to work in collaboration with the Department of Health and Human Services. This inter-agency cooperation exemplifies SDG 17 (Partnerships for the Goals), demonstrating a state-level partnership to achieve integrated development outcomes for children.

Analysis of the Article in Relation to Sustainable Development Goals (SDGs)

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 3: Good Health and Well-being: The article mentions the new education department’s plan to offer “wrap-around services, including infant and preschool mental health services” and its collaboration with the Department of Health and Human Services for “child and infant mental health consultations.” This directly connects to promoting mental well-being from an early age.
• SDG 4: Quality Education: This is the central theme of the article. The entire discussion revolves around a proposal for universal pre-kindergarten, education funding, teacher supply, and classroom infrastructure. The article explicitly discusses access to pre-primary education, the need for qualified teachers, and the construction of learning facilities.
• SDG 8: Decent Work and Economic Growth: The article touches upon employment and working conditions for educators. It highlights the need to hire thousands of new teachers and the proposal to increase their pay to be competitive (“paid the same as K-12 teachers”), which relates to decent work and fair wages.
• SDG 9: Industry, Innovation, and Infrastructure: The plan’s requirement for “1,700 additional classroom spaces” and the associated costs to “renovate or create” them directly addresses the need for building and upgrading infrastructure to support social development (in this case, education).
• SDG 10: Reduced Inequalities: The proposed initiative for “universal pre-kindergarten program for four-year-old children, regardless of family income” aims to provide equal access to early childhood education, thereby addressing inequalities in educational opportunities. The funding mechanism, a “surcharge on annual taxable income over $1 million,” is a fiscal policy aimed at redistribution.
• SDG 16: Peace, Justice, and Strong Institutions: The article discusses the creation of a new state education department (MiLEAP) by “executive order” and the subsequent questioning of its constitutionality by legislators and the state superintendent. This debate pertains to the accountability, transparency, and effectiveness of public institutions.
• SDG 17: Partnerships for the Goals: The article notes a requirement for the new agency, MiLEAP, to “work in collaboration with the Department of Health and Human Services.” This represents a partnership between public institutions to achieve common goals related to child welfare and education.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 3: Good Health and Well-being

   • Target 3.4: Promote mental health and well-being. The article’s mention of plans to offer “infant and preschool mental health services” and “child and infant mental health consultations” directly aligns with this target’s goal of promoting mental health.

2. SDG 4: Quality Education

   • Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education. The core of the article is the proposal for a “universal pre-kindergarten program for four-year-old children,” which is the exact focus of this target.
   • Target 4.a: Build and upgrade education facilities. The article specifies that the plan would require “1,700 additional classroom spaces,” which directly relates to building and upgrading educational infrastructure.
   • Target 4.c: Substantially increase the supply of qualified teachers. The article identifies a need for “at least 1,700 additional lead teachers” and “3,400 more associate teachers,” and discusses attracting them through better pay, which is central to this target.

3. SDG 8: Decent Work and Economic Growth

   • Target 8.5: Achieve full and productive employment and decent work for all… and equal pay for work of equal value. The plan’s stipulation that new lead teachers “will need to be the paid the same as K-12 teachers” addresses the principle of fair and equal pay, contributing to making teaching a form of decent work.

4. SDG 9: Industry, Innovation, and Infrastructure

   • Target 9.1: Develop quality, reliable, sustainable and resilient infrastructure… to support… human well-being. The need to create or renovate 1,700 classrooms is a direct example of developing social infrastructure to support human well-being through education.

5. SDG 10: Reduced Inequalities

   • Target 10.2: Empower and promote the social… inclusion of all, irrespective of… economic or other status. The goal of making the pre-K program universal and available “regardless of family income” is a policy aimed at social inclusion in education for all economic groups.
   • Target 10.4: Adopt policies, especially fiscal… and social protection policies, and progressively achieve greater equality. The proposed funding mechanism, a “5% fair share surcharge on annual taxable income over $1 million,” is a specific fiscal policy designed to fund a social program and promote equality.

6. SDG 16: Peace, Justice, and Strong Institutions

   • Target 16.6: Develop effective, accountable and transparent institutions at all levels. The controversy surrounding the creation of MiLEAP via executive order and the attorney general being asked for an opinion on its constitutionality directly relates to the accountability and legitimacy of government institutions.

7. SDG 17: Partnerships for the Goals

   • Target 17.17: Encourage and promote effective public… partnerships. The mandated “collaboration with the Department of Health and Human Services” is a clear example of a public-public partnership to deliver integrated services.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator for Target 4.2 (Participation Rate): The article provides precise data that can be used as an indicator. It states the current enrollment is “49,000 children, or 41% of four-year-olds” and the goal is to reach “75% of preschool-aged children, 88,500, in such programs by 2027.” These figures directly measure the participation rate in organized learning one year before primary school.
• Indicator for Target 4.c (Teacher Supply): The article quantifies the need for teachers, stating the program requires “1,700 additional lead teachers” and “3,400 more associate teachers.” The number of teachers hired against this target would be a direct progress indicator.
• Indicator for Target 4.a (Education Facilities): The stated need for “1,700 additional classroom spaces” serves as a clear indicator. Progress can be measured by the number of new or renovated classrooms made available.
• Indicator for Teacher Compensation (related to Target 8.5): The article mentions the “average teacher salary in Michigan is $64,000” and the goal to pay preschool teachers this amount. The average salary of pre-K teachers can be tracked as an indicator of progress towards fair pay.
• Indicator for Fiscal Policy (related to Target 10.4): The proposed “5% fair share surcharge on annual taxable income over $1 million for joint filers and over $500,000 for single filers” is a specific, measurable fiscal policy. The revenue raised from this surcharge would be a key performance indicator.

4. Summary Table of SDGs, Targets, and Indicators

Source: michigancapitolconfidential.com