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Accountability: Accountability: Getting it Right Getting it Right
in Early Childhoodin Early Childhood
Kathy HebbelerKathy HebbelerEarly Childhood Outcomes CenterEarly Childhood Outcomes Center
at SRI Internationalat SRI International
Presented at the Measuring Child and Family Outcomes Meeting, Baltimore 2008
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 2
Where are you?
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 3
Today we hope to…Today we hope to…
Begin a conversation about what an ideal EC accountability system would look like
Describe some recent developments in EC Accountability
Support you as state leader in shaping the EC accountability system in your state.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 4
What is happening out there?What is happening out there?
Incredible expansion of EC programming at the state level
Accountability is not going away How best to do accountability is still a
topic for hot conversation in early childhood
Essential that persons knowledgeable about IDEA programs be part of those conversations
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 5
For what do we want to be held For what do we want to be held accountable?accountable?
a) High quality services provided through 619 and Part C
b) Good outcomes for children with special needs and their families
c) Both
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 6
And who are “we?”And who are “we?”
a) Administrators and others associated with Part C and Part B 619 programs?
b) Advocates concerned about how young children in our society are faring?
c) Both
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 7
Good Accountability requiresGood Accountability requires
Intentionality Being proactive Having a vision
So what is your state’s vision for your accountability system?
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 8
Good Accountability requires..Good Accountability requires..
Seeing accountability as a
system…. …A group of interacting,
interrelated, or interdependent elements forming a complex whole
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 9
EC System (or not)EC System (or not)
State Pre-K
Public Health home visiting
Child Care
Part C
619Early Head Start
Head Start
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 10
System Under ConstructionSystem Under Construction
State Pre-KChild CarePart C
Head Start
TransitionAccountability
619
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 11
Components of IDEA Service SystemComponents of IDEA Service System
Service Delivery Child Find System entry – eligibility determination Service provision Transition Etc.
Supports to Service Delivery Policy, legislation, regulation Professional Development Accountability Etc.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 12
The Accountability System is a component within the Service System
System within a system
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 13
Two Recent ReportsTwo Recent Reports
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 14
State Early Childhood Accountability and State Early Childhood Accountability and Improvement SystemImprovement System
A system of standards-based assessments of
(a) children’s development and learning and
(b) program quality,
designed to inform state policy decisions, investments, and improvement efforts for early education programs for three- and four-year-old children,
linked to a continuum of kindergarten through third grade standards, curriculum, assessments, and program improvement efforts.
National Early Childhood Accountability Task Force
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 15
A system of standards-based assessments of
(a) children’s development and learning and
(b) program quality,
designed to inform state policy decisions, investments, and improvement efforts for early education programs for three- and four-year-old children,
linked to a continuum of kindergarten through third grade standards, curriculum, assessments, and program improvement efforts.
State Early Childhood Accountability and Improvement State Early Childhood Accountability and Improvement SystemSystem
National Early Childhood Accountability Task ForceChi
ld O
utco
mes
Linkage
Purpose
Program information
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 16
Three Primary Building BlocksThree Primary Building Blocks
System Infrastructure Assessment/Program Improvement
Approaches Steps toward Coherent PreK-Grade 3
Accountability Efforts
National Early Childhood Accountability Task Force
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 17
Infrastructure Infrastructure
….An underlying base or foundation especially for an organization or system
….The basic facilities, services, and installations needed for the functioning of a community or society
National Early Childhood Accountability Task Force
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 18
Four Parts of the EC Accountability Four Parts of the EC Accountability InfrastructureInfrastructure
Early learning and program quality standards
Program rating and improvement system
Professional development system Data management and reporting
systemNational Early Childhood Accountability Task Force
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 19
Assessment: Importance of Purpose Assessment: Importance of Purpose
Make purpose of assessment explicit and public
Match the assessment strategy to the purpose
Administrators, teachers, and assessors should be able to articulate the purpose of an assessment
NRC Report - Early Childhood Assessment: Why, What, and How?
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 20
Assessment system is part of EC larger Assessment system is part of EC larger systemsystem
Standards Assessments Reporting (data base) Professional development related to standards and
assessment Procedures to assess opportunity to learn (Program
quality) Fair assessment for all children Sufficient resources to implement Ongoing monitoring and evaluation
NRC Report - Early Childhood Assessment: Why, What, and How?
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 21
Relationship between these two reportsRelationship between these two reports
Task Force Accountability Report – Focus: EC Accountability
Assessment is a component of an accountability system
NRC Report on Assessment Focus: EC Assessment
Accountability is one purpose for assessment
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 22
Components of an Accountability SystemComponents of an Accountability System
Vision (related to Vision for Service System)
Purpose
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 23
Articulating purpose for state Articulating purpose for state Accountability SystemAccountability System
Probably goes beyond “Reporting data for the SPP/APR”
Needs to be more specific than “accountability and program improvement”
Note: Purpose can vary with level; OSEP can have different purposes from state’s purpose(s) as can local programs.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 24
Possible purposesPossible purposes
Demonstrate effectiveness of program for policy-makers (governor, legislature)
Identify local programs in need of improvement Determine whether services are equally effective for
different sub-groups, e.g., Children with health problems Low income families, etc.
Determine whether services are equally effective across different outcome areas.
_______________________________________
Check all that apply
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 25
Communication is keyCommunication is key
Purpose(s) needs to be Clearly articulated In writing Readily available Widely disseminated
No searching. No secrets. No suspicions.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 26
How to Achieve Purpose(s)?How to Achieve Purpose(s)?
1. Build evidence base so state can reach valid conclusions about service system.
2. Use evidence base to accomplish stated purposes.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 27
Build the evidence baseBuild the evidence base
FMA* What does state want to know about
what?
*Findings, Meaning, Action
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 28
Evidence about what?Evidence about what?
Accountability Task Force:
A system of standards-based assessments of
(a) children’s development and learning and
(b) program quality
Note: This assumes the service system has standards for children’s development and learning and standards for program quality so they can be assessed
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 29
Standards for Children’s Learning and Standards for Children’s Learning and Development: Early Learning GuidelinesDevelopment: Early Learning Guidelines
Knowledge, skills, habits, attitudes, dispositions children are expected to acquire by a given point in time
Almost every state has them for 3-5 year olds
Many states already have them for 0-3; others with them under development.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 31
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 32
Early Learning GuidelinesEarly Learning Guidelines
Developed for multiple purpose Considerable variations in content,
format, specificity across states Stand as public statements of what we
want children to do at various ages Public policy statement of
developmental expectations
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 33
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 34
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 35
What we know (WWK)What we know (WWK)
To paraphrase Thomas Jefferson, “We hold these truths to be evidence-based….
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 36
WWK: Children’s development proceeds WWK: Children’s development proceeds according to a general timelineaccording to a general timeline
Competencies are acquired within an age range; developmental milestones
Some skills precede other skills Developmental timeline is the basis
for screening and assessment tools in early childhood; also provides foundation for ELGs
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 37
WWK: Current developmental status WWK: Current developmental status predicts future developmental statuspredicts future developmental status
Current functioning is a statement about where a child is
Also, a prediction or odds for where the child will be in the future.
Basis for developmental trajectories Goal of intervention is to change the
odds.
Illustration of 5 Possible Develomental Trajectories
0
10
20
30
40
50
60
70
1 6 11 16 21 26 31 36 41 46 51 56Age in Months
Sco
re
Maintained functioning comparable to age peersAchieved functioning comparable to age peersMoved nearer functioning comparable to age peersMade progress; no change in trajectoryDid not make progress
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 39
WWK: There is a lot of variation in children’s WWK: There is a lot of variation in children’s development/learning but some children’s development/learning but some children’s development/learning is problematicdevelopment/learning is problematic
Some is “just variation” Some is troublesome – because it bodes ill
for the child’s future (bad odds) Critical that we can distinguish Policy response:
Early intervention and early childhood special education
State criteria for delay – the point at which the delay is so substantial, the child is not likely to “outgrow” it. Eligibility for IDEA services.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 40
Thinking About Age ExpectationsThinking About Age Expectations
Age-expectedskills and behavior
Movement away from age-expected
Movement toward age-expected
Inequality at Inequality at
ECLS-K data from Inequality at the Starting Gate
inequalityinequality
ECLS-K data from Inequality at the Starting Gate
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 43
WWK: There is a lot of variation in children’s WWK: There is a lot of variation in children’s development/learning but some children’s development/learning but some children’s development/learning is problematicdevelopment/learning is problematic
Policy response: Head Start State Pre-K Child Care Quality Standards
Goal: Alter the trajectory. Change the odds
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 44
WWK: There is a lot of variation in children’s WWK: There is a lot of variation in children’s development/learning but some children’s development/learning but some children’s development/learning is problematicdevelopment/learning is problematic
Policy response: Early learning guidelines
[Hopefully] Grounded in what we know about development, ELGs lay out developmental expectations
Provide guidance to keep children “on track” or get them back on track so they arrive at kindergarten with a certain set of skills
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 45
Understanding the difference between Understanding the difference between odds and a sure thingodds and a sure thing
Need to understand how to interpret data on children’s current functioning
Not wise to obsess on slight degrees of variation
Not wise to ignore substantial deviation (“grow out of it”)
A child “off track” is a prediction begging to be proven wrong – if effective intervention is provided (WWK: Early intervention works.)
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 46
Application of ELGs to children with Application of ELGs to children with special needsspecial needs
Do ELGs apply? Are they useful? At a individual child or classroom level? At a state level?
They are statements of what is expected at given ages
Parallels with the application of standards for children with disabilities in K-12?
Have fought for students’ rights to be held (and compared) to the same standards as all students
Standards provide access to higher expectations for students with disabilities
Could ELGs be a common currency in moving toward unified EC system?
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 47
Application of ELGs to children with Application of ELGs to children with special needsspecial needs
DEC Recommended Practice: A41. Professionals monitor child progress based on past performance as the referent rather than on group norms.
This RP is speaking to norm-referenced tests. Implication is that the only thing we want to look at
is child compared to him’/herself. ELGs are not group norms – but they are group
standards. Can ELGs provide directions to Part C and 619
programs for age expectations?
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 48
Lessons ECO has learned Lessons ECO has learned
EI and 619 providers need to know more about typical child development And so do child care providers, etc…
Some lack of clarity over how to determine age expectations for OSEP reporting purposes
Provider discomfort over how to talk to parents about current level of functioning when it is low
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 49
PA’s red flags “…help adults gain a
sense of whether additional screening or evaluation should be sought if a particular skill has not been acquired within a specific developmental age span.”
Help adults watch for possible delays.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 50
What kind of evidence about children’s What kind of evidence about children’s learning and development?learning and development?
Task Force Recommendation: Measure progress and status.
OSEP reporting does both! Checks on status at 3 years and 5 years. Looks at progress over time in program.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 51
Evidence about what?Evidence about what?
Accountability Task Force:
A system of standards-based assessments of
(a) children’s development and learning and
(b) program quality
Recommended expansion: Include family outcomes.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 52
What do we want to know about What do we want to know about programs?programs?
Both ATF and NRC reports speak to looking at program quality
Possible addition: Reframe to be program characteristics and program quality Program characteristics:
Hours, months of operation Program model Services offered Curriculum
Program quality measures
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 53
What do we want to know about What do we want to know about programs?programs?
Important difference in “program” for C/619 compared to general EC Some program measures apply to a
group of children (e.g., measures of classroom quality)
Some are individualized (e.g., receipt of speech therapy)
Important implications for measurement
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 54
What do we want to know about What do we want to know about programs?programs?
What is the child’s program? Services Minutes of services Location of service provision
What is the quality of the child’s program? How should we assess quality, especially
of the individualized component?
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 55
Program quality measuresProgram quality measures
Examples: Early Childhood Rating Scale (ECERS), Early Language and Literacy Classroom Observation (ELLCO), Classroom Assessment Scoring System (CLASS)
See NRC report for a comprehensive review of program quality tools
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 56
Evidence about what? Possible Evidence about what? Possible Modifications to ATF RecommendationsModifications to ATF Recommendations
Child and family outcomes Program (Group, individual)
Characteristics Quality
Infrastructure supporting the program Legislation policies Professional development, etc.
System for Producing Good Child and System for Producing Good Child and Family OutcomesFamily Outcomes
High quality services and supports for children 0-5 and their families
Good outcomes for children and families
Prof’l Development•Preservice•Inservice
System for Producing Good Child and System for Producing Good Child and Family OutcomesFamily Outcomes
Good Federal policies and programs
Good State policies and programs
High quality services and supports for children 0-5 and their families
Good outcomes for children and families
Good Local policies and programs
Adequate funding
Strong Leadership
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 59
Ecological Model of Child DevelopmentEcological Model of Child Development
Child
Family
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 60
Ecological Model of Child DevelopmentEcological Model of Child Development
Child
Family
Community
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 61
Ecological Model of Program Ecological Model of Program ImplementationImplementation
Multiple forces impact how programs are implemented
Important to know how your programs look
Also, important to know what leads them to look like this
Forces acting on programs provide levers for program improvement
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 62
Concluding CaveatConcluding Caveat
NEVER ever reach a conclusion about program effectiveness based on child outcome data alone
Best practice (at all levels of decision-making): Multiple sources of information
Conclusion: Accountability system needs evidence about outcomes AND evidence about program
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 63
Components of an Accountability SystemComponents of an Accountability System
Vision (related to Vision for Service System)
Purpose Evidence Base
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 64
How to get the evidence How to get the evidence
1. Good measurement procedures = procedures capable of producing high quality date
Good system design
2. Fidelity of implementation = procedures are implemented as intended
Good quality assurance
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 65
Components of an Accountability SystemComponents of an Accountability System
Vision (related to Vision for Service System)
Purpose Evidence Base Use of evidence to accomplish
purposes
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 66
Use of evidence* Use of evidence*
Reaching valid conclusions (M) Taking effective action (A)
*Addressing the purposes
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 67
Taking the fear out of accountabilityTaking the fear out of accountability
What are we afraid of? Findings/Evidence Meaning/Conclusions Action
Continuum of actions What are the options on the continuum?
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 68
Accountability NightmareAccountability Nightmare
Meaning – reaching the wrong conclusion
Action – leading to actions that will ultimately harm children and families
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 69
Avoiding the nightmareAvoiding the nightmare
Type of wrong conclusion False negative –program is ineffective
when it is effective Overall For some types of children In some areas
False positive – program is effective when it isn’t
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 70
Alignment of Conclusion and RealityAlignment of Conclusion and Reality
Effective Ineffective
Effective Correct!False
Positive
IneffectiveFalse
NegativeCorrect!
Reality
Conclusion
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 71
Avoiding the nightmareAvoiding the nightmare
Good evidence Credible Multiple pieces of evidence
Evidence about child outcomes Evidence about program factors (quality)*
*See Accountability Task Force
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 72
Need for outcomes AND program dataNeed for outcomes AND program data
Avoid both false negatives and positives by looking at multiple pieces of evidence Triangulation Do multiple sources of evidence point to
the same conclusion? The outcomes data; the program data;
data on who is being served, etc.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 73
Avoiding the nightmare: Avoiding the nightmare: Solid Infrastructure for an Accountability Solid Infrastructure for an Accountability SystemSystem
Clear vision Clear articulation of purpose and
public statement as to how the data will be used
Credible evidence (drill down here…)
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 74
Clear statement of possible future actionsClear statement of possible future actions
What will be the consequences of a negative finding?
Sanctions?? The ultimate worst nightmare is the
prospect of a false negative combined with sanctions
Never consider sanctions based on child outcomes data alone (or any single piece of evidence)
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 75
Clear statement of possible actionsClear statement of possible actions
Supports to improve weak programs or weak program areas Site visits Individualized technical assistance Professional development plan Etc.
Note: If the wrong program is identified (false negative) and provided resources, no harm comes to children and families in that program but it is a waste of resources.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 76
Clear statement of possible actionsClear statement of possible actions
False positives Sort of where we are now: programs,
investments assumed effective ..but some of them probably aren’t
Consequences Short changes children and families Some children and families will not
experience the kinds of outcomes they could have with a quality program.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 77
Sidebar thoughtSidebar thought
Why are we more worried about false negatives than false positives?
It would be damaging to children and families to defund an effective program but it also is damaging to have children and families receiving ineffective services….
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 78
Sidebar thought #2Sidebar thought #2
What about comparing states [programs]?
What kinds of conclusions will OSEP reach?
What are the actions/consequences that will follow?
OSEP has no intention of comparing states on outcomes
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 79
What about comparing?What about comparing?
Can’t afford to be naïve Once data are out there, anyone can make
comparisons (state to state; within state, local to local)
Comparing is not the problem; invalid conclusions (especially false negatives) are the problem
Using comparisons to identify weak programs is what accountability and program improvement is supposed to do
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 80
Best protection against false negatives Best protection against false negatives (and false positives)(and false positives)
Good evidence base Multiple sources of information on:
Children and families Programs Infrastructure
Credible, well implemented measurement strategies
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 81
Putting Good Accountability to WorkPutting Good Accountability to Work
1. Build the infrastructure for producing a body of evidence that will allow valid conclusions
2. Compile the evidence and carefully reach conclusions
3. Act on those conclusions to build a better system of services
4. Repeat 2 and 3 indefinitely.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 82
Good EC SystemsGood EC Systems
Build on what we know (WWK) About children’s learning and development
Multiple influences on development About adult learning About innovation, implementation Etc. (this is another way of saying they are
evidenced-based) To provide high quality services and
supports
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 83
Accountability Task Force Accountability Task Force RecommendationRecommendation
States should develop a single unified and coherent system of standards, assessments, data and professional development efforts across early childhood categorical programs and funding streams.
**Alignment****Systems Integration**
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 84
Turning an EC Non-System into a SystemTurning an EC Non-System into a System
What resources exist in your state to promote good outcomes for children birth to 5?
Which of these resources work together? How?
Share a vision of common outcomes? Build a seamless system for families? Joint professional development? Shared vision for transition? Unified accountability system?
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 85
Producing Good Outcomes for Young Producing Good Outcomes for Young Children with DisabilitiesChildren with Disabilities
Proposition: Good IDEA services are not enough to effectively change the odds for some(?)/many(?) young children with special needs.
Need the entire EC System to be functioning effectively.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 86
Producing Good Outcomes for Young Producing Good Outcomes for Young Children with DisabilitiesChildren with Disabilities
Need more forces at work to change the odds and help children meet developmental expectations.
Need good child care (and an accountability system)
Need good PreK and Head Start programs
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 87
Producing Good Outcomes for Young Producing Good Outcomes for Young Children with DisabilitiesChildren with Disabilities
Need the EC services to work together
Need an accountability system that can look at the entire EC system
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 88
For what do we want to be held For what do we want to be held accountable?accountable?
a) High quality services provided through 619 and Part C
b) Good outcomes for children with special needs and their families
c) Both
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 89
And who are “we?”And who are “we?”
a) Administrators and others associated with Part C and Part B 619 programs?
b) Advocates concerned about how young children in our society are faring?
c) Both
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 90
ReferencesReferences
Task Force on Accountability (2007): Taking Stock: Assessing and Improving Early Childhood Learning and Program Quality
http://www.pewtrusts.org/our_work_detail.aspx?id=102
National Research Council; Snow & Van Hemel (2008): Early Childhood Assessment: What, Why, and How?
http://www.nap.edu/catalog.php?record_id=12446
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 91
ReferencesReferences
Web site on state Early Learning Guidelines http://www.ccsso.org/content/PDFs/State_ECstandardsMA
TRIX11.27.07.pdf
Research on State’s ELGs –Search on “Catherine Scott Little” on Google Scholar
Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute.