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Improving Federal Measurement in the Early Years of Life. Matthew W. Stagner Executive Director, Chapin Hall at the University of Chicago and Senior Lecturer, Irving B. Harris School of Public Policy Studies. Outline of the presentation. Many improvements over the past 15 years - PowerPoint PPT Presentation
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Improving Federal Measurement in the Early
Years of Life
Matthew W. StagnerExecutive Director, Chapin Hall at the University of Chicago and Senior Lecturer, Irving B. Harris School of Public Policy Studies
Outline of the presentation2
Many improvements over the past 15 years
Continuing needs
Early childhood is key
Points of opportunity in early childhood and beyond
Source of the perspectives presented3
Chapin Hall convened 24 academic researchers, representatives of nonprofit organizations, and government officials for an all day meeting to discuss the future of child indicators in the Federal system
Many improvements4
Federal Interagency Forum on Child and Family Statistics
KIDSCOUNT
Web tools for data access:
datacenter.kidscount.orgwww.childtrendsdatabank.orgwww.childstats.gov
Continuing needs5
Missing indicators on many things that really matter
Few existing annual national indicators
Fewer consistent state indicators
Important because early childhood policy is created at the state level
Continuing needs: Limited health indicators
Pre-term birth 12..3% (2009) 12.2% (2009)
Low birthweight 8.2% (2008) 8.2% (2009)
Infant mortality 6.6 per 1,000 (2008) 6.4 per 1,000
(2009)
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Continuing needs: Limited education indicatorsChildren ages 0–4, with employed
mothers, whose primary child care arrangement is with a relative 46% (2002) 48% (2005)
Children ages 0–6, not yet in kindergarten, who received some form of nonparental child care on a regular basis 61% (2001) 61% (2005)
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Continuing needs: Limitededucation indicators
Characteristic 1993 2007Total 52.8 55.3
Race and Hispanic originWhite, non-Hispanic 59.1 67.4Black, non-Hispanic 38.7 34.6Asian or Pacific Islander, non-Hispanic 45.7 60.4Hispanic 37.3 37.3
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Household Education Surveys Program.
Family reading to young children: Percentage of children ages 3–5a who were read to every day in the last week by a family member by child and family characteristics
Continuing needs: data across states
National KIDS COUNT Key Indicators
Low-birthweight babiesInfant mortalityChild deathsTeen deaths from all causesTeen births by age groupTeens ages 16 to 19 not in school and not high school
graduatesTeens ages 16 to 19 not attending school and not workingChildren in families where no parent has full-time, year-
round workChildren in povertyChildren in single-parent families
Continuing needs: sources for state data
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National Survey of Children's Health U.S. Department of Health and Human Services,
Health Resources and Services Administration, Maternal and Child Health Bureau
American Community Survey Census Bureau
These are limited in frequency or depth
What we can say at the state level
A few interesting and appetite-whetting examples . . .
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Children under age 6 in family-based childcare (Percent) – 2007
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Data Source: Child Trends, analysis of data from the U.S. Department of Health and Human Services, Health Resources and Services Administration, Maternal and Child Health Bureau, National Survey of Children's Health.
Children ages 1 to 5 whose family members read to them less than 3 days per week (Percent) – 2007
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Data Source: Child Trends, analysis of data from the U.S. Department of Health and Human Services, Health Resources and Services Administration, Maternal and Child Health Bureau, National Survey of Children's Health.
Children ages 3 to 5 not enrolled in nursery school, preschool or kindergarten (Percent) – 2008
14
Data Source: Population Reference Bureau, analysis of data from the U.S. Census Bureau, American Community Survey.
Importance of early childhood15
Source: Heckman and LaFontaine (2007).
Continuing needs: Keeping up on new thinking about what matters
Example: Socio-Emotional Learning (SEL)
Definition “The process through which we learn to
recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behaviors”
Zins, J.E., Bloodworth, M.R., Weissberg, R.P., and Walberg, H. (2004); Elias et al., (1997)
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SEL Core Competencies
Self-awarenessSelf-managementSocial awarenessRelationship skillsResponsible decision-making
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(CASEL, 2003)
Sample Questions to Measure SELHas trouble concentratingWorries a lotShows patienceDoes not show feelingsIs afraid of new situationsSpends more time aloneTeases othersChooses to do tasks that are challenging
for him/her
Existing SEL Surveys and Tools
Devereux Early Childhood Assessment Program (DECA)
Pediatric Symptom ChecklistBehavior Assessment System for
ChildrenSocial Skills Improvement System
(SSIS)
Points of Opportunity
Collect more at universal contact points:Birth certificatesImmunization visitsSchool entry
New national survey with state level samples
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Thank you!
Matthew W. StagnerExecutive Director
Chapin Hall at the University of ChicagoSenior Lecturer, Harris School of Public
Policy Studies1313 E. 60th St., Chicago, IL 60637
V: 773-256-5116 F: [email protected] http://www.chapinhall.org