Advisory Council

The current Early Learning Advisory Council (ELAC) was formed as a result of Federal Legislation and the Early Childhood Care and Education Act passed by the New Mexico State Legislature in 2011.

SB 120 Early Childhood Care and Education Act »
Head Start – PL 110-134 (2007) »
Early Learning Advisory Council Bylaws »

Governor Martinez appointed a fifteen member council to make recommendations and advise the government and legislature regarding early learning issues in New Mexico.

New Mexico’s Early Childhood Care and Education Act states that an early childhood care and education system is vital in ensuring that every New Mexico child is eager to learn and ready to succeed by the time that child enters kindergarten, that high-quality early learning experiences have been proven to prepare children for success in school and later in life and that cost-benefit research demonstrates a high return on investment for money spent on early childhood care and education for at-risk children.

New Mexico Early Learning Advisory Council
Mission Statement

To create a quality, sustainable, and seamless Early Care and Learning System responsive to each child birth to age 5 and their family across New Mexico; by building partnerships, integrating systems and making strategic, research-based and data-driven recommendations to policy makers and stakeholders.

New Mexico Early Learning Advisory Council
Vision Statement

To be the collective voice to move forward the Early Care and Learning System in New Mexico.
The New Mexico Early Learning Advisory Council believes that a successful early childhood care and learning system should be:

  • Developmentally, culturally and linguistically appropriate and include the implementation of program models, standards and curriculum based on research and best practices.
  • Data-driven, including the identification and prioritization of communities most at risk while striving to make the system universally available to all those who wish to participate.
  • Accountable through developmentally appropriate methods of measuring, reporting and tracking a child's growth and development and the improvement of the system's programs.
  • Accessible, especially to those children most at risk for school failure.
  • Of the highest possible quality through the utilization of qualified practitioners who have completed specialized training in early childhood growth, development and learning that is specific to the practitioner's role in the system and the maintenance of quality rating methods for the programs in the system.
  • Fully aligned within each community to ensure the most efficient and effective use of resources by combining funding sources and supporting seamless transitions for children within the system and for children transitioning into kindergarten.
  • Family-centered by recognizing that parents are the first and most important teachers of their children and providing the support and referrals necessary for parents to assume this critical role in their child's development.
  • A partnership between the state and private individuals or institutions with an interest or expertise in early childhood care and education.