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WEBINAR ON BUILDING EARLY CHILDHOOD DATA
SYSTEMSAPRIL 20, 2011
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Building Early Childhood Data Systems
Welcome/Introduction: Lee Kreader- Director, Research Connections, National Center for Children in Poverty
Presenters:Rachel Demma- National Governors Association Michel Lahti- Muskie School of Public Service, University of
Southern MaineKathy Thornburg- Center for Family Policy & Research
(University of Missouri) and Missouri Department of EducationAmy Madigan- U.S. Department of Health and Human Services,
Office of the Assistant Secretary of Planning and EvaluationBeth Caron- U.S. Department of Education, Office of Special
Education Programs
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To ask a question, please enter it into the question box. Technical assistance questions will be addressed as needed throughout the webinar.A Q&A session will take place at the end of the webinar.
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Data for Action 2010: ECDC’s State Analysis of
Early Care and Education APRIL 20, 2011
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The Early Childhood Data Collaborative
A PARTNERSHIP OF The Center for the Study of Child Care Employment at
UC Berkeley Council of Chief State School Officers Data Quality Campaign National Conference of State Legislatures National Governors Association Center for Best
Practices Pre-K Now, a campaign of the Pew Center on the States
The ECDC is supported through funding from the Birth to Five Policy Alliance, The Pew Charitable Trusts, and The David and Lucile Packard
Foundation.
Visit www.ECEdata.org for more information.
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About Data for Action 2010
Policymaking tool to support policymakers to use data in decisionmaking.
Series of analyses that provide transparency about state progress to collect and use longitudinal data to improve student success.
ECDC’s Inaugural State Analysis of Early Care and Education measures state-by-state progress toward implementing the 10 ECE Fundamentals.
Visit www.ECEdata.org for more information.
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Critical Policy Questions Facing States
How prepared is the early care and education workforce to provide effective education and care for all children?
What policies and investments lead to a skilled and stable early care and education workforce?
Is the quality of programs improving? What are the characteristics of effective
programs?
Are children, birth to age 5, on track to succeed when they enter school and beyond?
Which children have access to high-quality early care and education programs?
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What are "Early Childhood" Data?
The ECDC recognizes that multiple domains are important to early childhood
This framework focuses on the early care and education (ECE) domain— Subsidized Child Care Licensed Child Care Early Intervention (IDEA Part C) Early Childhood Special Education (IDEA Part B
Section 619) State Pre-kindergarten State-funded Head Start or Early Head Start
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10 FUNDAMENTALS of Coordinated State ECE Data Systems
10 FUNDAMENTALS of Coordinated State ECE Data Systems
9. State governance body to manage data collection and use10. Transparent privacy protection and security practices and policies
5. Unique program site identifier with the ability to link with children and the ECE workforce
6. Program site structural and quality information
1. Unique statewide child identifier 2. Child-level demographic and program participation information3. Child-level data on child development4. Ability to link child-level data with K-12 and other key programs
7. Unique ECE workforce identifier with ability to link with program sites and children
8. Individual-level data on ECE workforce demographic, education and professional development information
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1. Every State Collects ECE Data in at Least Some ECE Programs
0
5
10
15
20
25
30
35
40
45
5046
N/A
47 47
37
12
43 4240
4340
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27
39 3936 36
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Child-Level Data
Program Site-Level Data
ECE Work-force-Level Data
Many States Collect Child-, Program Site-, and ECE Workforce-Level Data by ECE Program
Subsidized Child Care
Licensed Child Care
Early Intervention
EC Special Education
State Pre-K*
State-Funded HS/EHS*
# o
f S
tate
s
*Not every state administers state pre-k or state-funded Head Start/Early Head Start programs.
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2. Data Are Uncoordinated Across ECE Programs
No State Links Child-, Program Site-, and ECE Workforce-Level Data Across ECE Programs
Child
-leve
l
Progr
am site-
leve
l
ECE Wor
kfor
ce-le
vel
0
10
20
30
40
50
1 1 0
# o
f S
tate
s
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3. Data Gaps Remain, including Child-Level Development Data
0
5
10
15
20
25
30
35
40
45
50
0
40 40
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5
1 20
3 2
Yes
Plans to Collect
States Do Not Collect Child-Level Data on Development Across All ECE Program
Subsidized Child Care
Early Intervention
EC Special Education
State Pre-K*
State-Funded HS/EHS*
# of
Sta
tes
*Not every state administers state pre-k or state-funded Head Start/Early Head Start programs.
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4. Governance Matters When Linking to Other Systems
State-Funded Head Start
State Pre-K
Preschool Special Education
Early Intervention
Subsidized Child Care
0 5 10 15 20 25 30 35 40
2
8
6
9
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1
6
10
23
21
7
28
34
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4
Link to K-12
Link to Health
Link to Social Services
States Link Child-Level ECE Data with K-12 and Other Key Data Systems That Are Located in the Same Agency
# of States*Not every state administers state pre-k or state-funded Head Start/Early Head Start
programs.
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Recap: Inaugural State ECE Analysis
1. Every state collects ECE data on individual children, program sites and/or members of the ECE workforce.
2. Data are uncoordinated as almost every state cannot link child-, program site-, and ECE workforce-level data across all ECE programs.
3. Data gaps remain for ECE workforce-level data and child-level development data.
4. Governance matters because data linkages are most likely to occur between data systems located within the same state agency.
States cannot answer basic questions about the state’s ECE systems.
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The Time to Act is Now
Articulate the critical policy questions that will drive the development and use of coordinated state ECE data systems.
Evaluate current and future data collection and linkage needs based on the state’s critical policy questions.
Strategically govern data collection and use, including ensuring the privacy, security and confidentiality of ECE data.
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Contact the ECDC:
The Center for the Study of Child Care Employment at UC Berkeley
Marcy Whitebook, [email protected]; Fran Kipnis, [email protected]
Council of Chief State School OfficersTom Schultz, [email protected]
Data Quality CampaignElizabeth Laird, [email protected]; Allison Camara, [email protected]
National Conference of State LegislaturesJulie Poppe, [email protected]
National Governors Association Center for Best Practices Rachel Demma, [email protected]; Amanda Szekely, [email protected]
Pre-K Now, a campaign of the Pew Center on the StatesAlbert Wat, [email protected]
Birth to Five Policy AllianceHelene Stebbins, [email protected]
Visit www.ECEdata.org for more information.
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Muskie School of Public Service
Quality for ME Data System
Allyson Dean, MA - Director, Maine Roads to QualityUniv. of Southern Maine
Alan Cobo-Lewis, PhD University of MaineMichel Lahti, PhD – University of Southern Maine
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Muskie School of Public Service
A Partnership of:Maine Department of Health and Human Services and the Universities of Maine and Southern Maine
THIS WORK IS SUPPORTED IN PART BY MAINE STATE DHHS AND THE FEDERAL, US DHHS, CHILD CARE DATA CAPACITY AND RESEARCH GRANT AWARDS.
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QUALITY FOR ME
GOALS:TO IMPROVE PROGRAM QUALITY TO ENHANCE PROFESSIONALISM FOR ECE
PROVIDERSTO SUPPORT PARENT CHOICE OF HIGH
QUALITY PROGRAMS
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QUALITY FOR ME…
DESIGNED AROUND SYSTEMS ALREADY IN PLACE & USE OF ADMINSTRATIVE DATA
FOUR STEP LEVELS BY TYPE OF PROGRAM
SPECIFIC STANDARDS IN EIGHT AREAS THAT RESEARCH HAS SHOWN TO BE PREDICTIVE OF HIGH QUALITY
ALIGNED WITH ACCREDITATION STANDARDS AND PROVIDE FOR A PROGRESSION TOWARD THOSE STANDARDS
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QUALITY FOR ME – THE BASICS
Licensing complianceMembership in MRTQ RegistryOnline application based upon a self-
evaluationOnce the on-line application is submitted, the
provider immediately receives feedback from the Quality for ME system regarding the anticipated
Step levelPortfolio of documentation (random)On-site Observations (random)
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BENEFITS TO JOINING QUALITY FOR ME…
Ability to accept Child Care Subsidy Vouchers and receive a payment differential based upon Step Level
Assistance in paying for accreditation fees and cohort supports including facility improvement grants
On-site technical assistanceScholarships to pursue early childhood
education degreesTax credits for parents and providers
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The General Approach
Web-based application to Maine’s Quality Rating SystemLinkage to licensing database and professional
development registry Relieves burden for all applicants Improves data quality in QRS application Feedback loop also improves data quality in linked database
Criteria for achieving steps cross-walked with accreditation criteria
Self-report on remaining items About 50 specific questions if no accreditation Reduced to just 5-10 questions depending on accreditation
Immediate and specific feedback on how to move to next step in each area
Individual and aggregate reports shared with R&R centers to facilitate Technical Assistance to child care programs
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QRS Step in Each of Eight Areas:• compliance history/licensing status• learning environment/developmentally
appropriate practice• program evaluation• staffing and professional development• administrative policies and procedures• parent/family involvement• family resources• authentic assessment
Criteria for achieving steps cross-walked with standards for the following:
• NAEYC Accreditation• NAEYC Candidacy• NAFCC Accreditation• Nat'l After School Association Accreditation• American Montessori Society Accreditation• Head Start: Zero Non-compliance Issues at Last
Review / All Non-compliance Issues at Last Federal Review Resolved
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Program LicensingMeDHHS, Augusta program license # contact info capacity license status license expiration type of program …
Maine Roads To Quality (Prof Dev Registry)Univ of Southern Maine, Portland provider ID provider education provider training record license # of program where provider employed …
Quality Rating SystemUniv of Maine, Orono program license # self-reported data calculated data …
Maine Roads To Quality (Prof Dev Registry)Univ of Southern Maine, Portland program license # accreditation …
Key Data Linkages
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Improves Data Quality at Linked Databases
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Immediate Feedback to Applicant
Figure xx. Example of automatic immediate scoring report provider
Step Report
Section Name Steps Compliance History/Licensing Status
1
Learning Environment/Developmentally Appropriate Practice
2
Program Evaluation 1
Staffing and Professional Development
1
Administrative Policies and Procedures
4
Parent/Family Involvement 2
Community Resources 4
Child Observations 2
Overall the Program is at Step 1
29Immediate Feedback to Applicant
Figure xx. Example of detailed automatic immediate feedback to provider on how to achieve next steps in each area of QRS evaluation (abbreviated).
Recommendations
Compliance History / Licensing Status
Current step is #1.
In order to move to step #2: Your facility must have no substantiated serious violations in the past year.
Learning Environment / Developmentally Appropriate Practice
Current step is #2.
In order to move to step #3: At least 50% of lead teachers (per program site) working with children ages 3-5 must have completed
the training on implementing curriculum based on Maine’s Early Childhood Learning Guidelines.
Program Evaluation
Current step is #1.
In order to move to step #2: Your program must provide an opportunity to identify strengths and weaknesses that is inclusive of
staff, families, and administrators Staff must be given feedback regarding the yearly self assessment
Staffing and Professional Development
Current step is #1.
In order to move to step #2: Your program must hold staff meetings on monthly or more basis Are at least 50% of your lead teachers must be at a level 5 or above on the Maine Roads to Quality
Direct Care Career Lattice
Administrative Policies and Procedures
Current step is #4.
This is the highest step. Congratulations!
Parent / Family Involvement
Current step is #2.
In order to move to step #3: Parents of infant and toddlers must be provided with a written daily communication about their
child’s day
Community Resources
Current step is #4.
(specific recommendations for each of 8 areas)
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Data Usage…
Monitor Enrollments and Characteristics of Programs
ERS Scores – Focus on Areas of Strength and Improvement
Monitor Program Progress through Step LevelsMonitor Supports to ProgramsInfrastructure for Evaluation Projects:
Comparing QRS to non-QRS Sites Investigate QRS Standards: Use of Child Level
Assessments Validation Study
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Lessons Learned…
Intention is to Build a System, an Infrastructure to Help Align ECE Programming
Develop Working Partnerships with State Program Administrators and University Research Staff
System Operation Requires Ongoing Attention - Keep it Valid and Reliable
Importance of Translating Data from QRIS Monitoring into Information for Decision-making
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Kathy ThornburgCenter for Family Policy & Research,
University of Missouri &
Missouri Department of Education
Building Early Childhood Data Systems
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Building Early Childhood Data Systems
Some Missouri facts:There is some funding for this work from the National
Center for Education Statistics (IES Institute Educational Sciences) from the Longitudinal Data System Grant—Missouri Department of Elementary and Secondary Education.
We have “a good start” on looking at the “P” in the P-20 system.
The “P” group—prenatal to kindergarten entry—has included before and after school professionals, programs, etc. in everything we do, including this data work
We have 2 groups that worked on this project to date: Council for Early Childhood/After-School Data AND Research Sub-Committee of the Council
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Who is at the table? Persons from . . .
Department of Social ServicesDepartment of Elementary and Secondary EducationDepartment of Health and Senior ServicesDepartment of Mental HealthCoordinating Board for Early ChildhoodParents as Teacher National OfficeChild Care Aware® of MissouriCenter for Family Policy & ResearchRegion VII Head StartHead Start-State Collaboration OfficeUniversity Departments and Institutes (economics,
public policy, human development)
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Building Early Childhood Data Systems
Today, I will share ideas and challenges related to 6 of the 10 Fundamentals Unique identifiers Child demographic and program participation
information Linking child data with K-12 and other data
systems Workforce linkages with programs and children Workforce demographics Privacy practices and policies
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Unique Identifiers
Missouri has 2 primary identifiers for children: Department Client Number (used by Dept. of Social Services and Dept. of Health and MO Student ID (used by Dept. of Education)
Issue: can they be linked easily? Test: probabilistic matching of child records Results: due at the end of the month
Stay tuned!
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Child Demographic and Program Participation Information
Work of the Council to investigate possible datasets and key partnersoMO PD partners are working to resolve
unique program identifier issuesDeveloped data marts that might be
possible candidates for future analysesThe next slide shows a chart that is a
DREAM at this point—we are beginning to build linkages, but know there will be lots of issues as we move forward
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Linking Child Data with K-12 and Other Data Systems
(The research sub-committee met to develop possible questions to answer in the future. We developed 30 descriptive questions.)
Children: What types and quality of programs do young children and school-agers attend?
Access: How many slots are available in various regions by program type and quality?
Funding: What are infrastructure needs and costs for a statewide system for measuring and improving quality in EC/AS programs?
Workforce: What are basic characteristics of providers, including education, training hours, wage, work hour benefits, length of time in program and field? How do wages differ by education/training, after controlling for experience?
Quality: How do standards and measures of quality across different systems relate? (accreditation, QRS, Head Start standards)
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Sample Analytic Questions
Children: How do early childhood educational experiences relate to school readiness/achievement in early elementary grades?
Access: How prevalent are multiple arrangements for child care? What motivates these choices?
Funding: to what extent does early childhood program dosage (half day, school day, full day) predict school readiness/achievement in early elementary grades?
Workforce: Does investing in increasing the education level of teachers improve programs as well as children’s outcomes?
Quality: Which elements/aspects of EC/AS programs contribute to which kind of child outcomes?
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Workforce Linkages—Programs and Children
Missouri has a workforce registry that collects demographic, employment, education, and training data on professionals working with young children and youth
One attempt at matching these data to the Department of Labor data—90% match rate
Increase understanding of employment trends of our workforce to the overall industry
Next steps: 1—wage analysis in relation to education level, years of experience
2—linking program, teacher, and child data
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Workforce Demographics
Missouri’s Registry is voluntary (except for some state contracts requiring it)
Verified education and training information~ 40% of licensed population is in the
registrySOON—all training will have to be approved
and the attendance records will be exchanged from the Workshop Calendar to the Registry
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Privacy Practices and Policies
All members of the Council and Research Committee signed confidentiality agreements that were notarized
We need more MOU’s or a governance structure for shared data for specific research questions
Cross agency agreements are needed to support foundational administrative program management across agencies—polices related to privacy will be key
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Thoughts toward Future Work
“P” crosses so many agencies—need for a data dictionary
Do we identify the research questions and see if the data are available OR define data and determine what research can be done OR a combination?
Connect more data sets to allow for more questions to be answered
Council monies will allow us to work with Head Start programs to get some of their data into the state system
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Building Early Childhood Data Systems
Federal Interagency Efforts to Support
Early Childhood Data Systems Amy Madigan
HHSBeth Caron
ED
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What are Early Childhood Data Systems?
Working definition: Policies, processes and structures used to
coordinate and connect administrative and other sources of data across early childhood programs to support the provision of high-quality programs; promotion of healthy development and positive outcomes for children (birth to age 8) and families; and creation of successful transitions to school.
Create linkages both horizontally and longitudinally
Among early childhood programs Between early childhood and health and social
services To and from the K-12 education system
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Efforts Underway in ED and HHS
US Department of Education Statewide Longitudinal Data Systems Grants National Education Data Model Privacy Technical Assistance Center Early Childhood Outcomes Center
US Department of Health and Human Services Child Care State Research Capacity Cooperative
Agreements Early Childhood State Advisory Councils
Early Learning and Development Inter-Departmental Initiative: Data Systems Study Group
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ELDII Data Systems Study Group
Six ELDII Study Groups: Program Standards, Early Learning Standards and Assessment, Workforce and Professional Development, Family Engagement, Health Promotion, and Data Systems
Data Systems Study Group Mission – To support the development, implementation, use and sustainability of coordinated early childhood data systems by: Gathering information about the state of the field and the
state of the States Building internal capacity and knowledge of early
childhood data systems Identifying strategies to implement at the federal level
Comprised of federal staff across multiple agencies in HHS and ED including offices responsible for administering federal early childhood programs and data systems efforts
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Activities of the Data Systems Study Group
Briefings on federal initiatives, grant programs, and demonstration projects
Met with experts and States Early Childhood Data Collaborative MD, IL, CT, MA, PA, OR, FL, SC… and others…
Session at Early Childhood 2010 Conference
Developed a list of critical characteristics of a high-quality early childhood data system
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Key Challenges Identified
Funding, funding, funding…
Understanding HIPAA and FERPA regulations
Data sharing between Head Start, other early childhood programs, and K-12
Utilizing unique identifiers for children, staff, and providers
Differences across federal offices in reporting requirements, data elements and data definitions
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Contact Information
Rachel Demma- [email protected] Lahti- [email protected] Thornburg- [email protected] Madigan- [email protected] Caron- [email protected]
