Building Birth-Eight Information Systems: Strengthening the Focus on Early Childhood BUILD Initiative Webinar with Charles Bruner & Ralph Smith October 2010
Building 0-8 Information Systems:Strengthening the Focus on Early Childhood Charles Bruner Child and Family Policy Center & BUILD Initiative May 2011
Developing 0-8 Information Systems:Basic Resources • Developing Information Systems • Comprehensive Efforts (SRII, NNIP, DQC, ET, Early Childhood Data Collaborative) • Best Practices • Integrated Approaches Spanning 0-8 • Next Steps • Web Links • Checklist
Questions You Sent In • How do you address the challenge of using “education” data (3rd grade reading scores) without losing the “health/public health” focus/role? Penny Hatcher, Supervisor of Child Health Programs, MN Department of Health • What do we know about the skills needed in pre-k that prepare children for reading in kindergarten to third grade? What should be the focus of early childhood teachers to build the continuum? Ana Berdecia, Senior Fellow/Director, Thomas Edison State College, NJ
Why School Readiness and Third Grade Reading? • Half of subsequent school difficulties/failure can be predicted by what children know and can do at the time of school entry. • Failure to be reading proficiently by the end of third grade is even more highly predictive of subsequent school failure; reading becomes fundamental to learning after that point. • The kids of greatest concern are mostly the same kids, and they need mostly the same things to succeed across the age span (0-8).
What Matters for School Readiness Matters for Third Grade Reading Proficiency (and requires state and community information to address) • A healthy start matters (birth to two years critically important) • Parenting, health, early care environments, and early learning opportunities matter • Addressing cognitive and non-cognitive development (five domains) matters • Neighborhood/community matters • Participation and inclusion matter • Investments and quality matter
What National Information Shows – The Prevalence of Risk/Adverse Outcomes • 20-40% of births to families with significant concerns • 13% of six month-2 year olds with developmental delays eligible for Part C • 19% of 2-5 year olds with diagnosable mental disorders • Profound gaps in language and literacy development exist at 36 months of age • 20% of children start school behind on more than one dimension (cognitive, social/emotional, physical) • 30% of fourth graders are not at basic reading level • One-fifth to one-third of all kids are not getting all they need to succeed at even a basic level.
State Birth to Eight Development System All children should have access to early care and education opportunities in nurturing environments where they can learn what they need to succeed in school and life. All children should be in high performing community schools for their elementary school years. Early Learning/ Education All children should have comprehensive health services that address vision, hearing, nutrition, behavioral, and oral health as well as medical health needs. Health, Mental Health and Nutrition Family Support Special Needs/ Early Intervention All families should have economic and parenting supports to ensure all children have nurturing and stable relationships with caring adults. All children with special needs should be identified as early as possible, assessed, and receive appropriate services. Source: Early Childhood Systems Working Group. 2006. ADAPTED in underline.
Contributions to Closing the Gap: 0-5 15-25% comprehensive, prenatal -early children’s health care 20-30% high quality early childhood education Early Learning Health, Mental Health and Nutrition Family Support 5-10% timely interventions for MH, DD, & CW Services Special Needs/ Early Intervention 40-60% family strengthening and village building
Contributions to Closing the Gap: 6-8 35-55%high performing community schools Early Learning 10-15% children’s health care Health, Mental Health and Nutrition Family Support 30-40% family strengthening and village building 5-10% timely interventions for MH, DD, & CW Services Special Needs/ Early Intervention
Key Role of Using K-3 Data with Early Childhood Program Data for Birth to Five Purposes • Data at kindergarten entry provides both an “outcome for earlier actions” and a way to calculate earlier participation rates by subpopulations. • Data in 1st-3rd grade can serve as lagging indicators of school readiness and suggest degree of sustainability of gains among different populations and for specific programs.
One Approach: Visioning and Developing an Ideal 0-8 Child Information System • Comprehensive (all systems serving children) • Health coverage, utilization, and health outcomes • Participation in early childhood services/activities and developmental progress • Attendance and progression in school and educational mastery • Identification and response to specialized needs (child protection, Part C and B, child mental health) and correction/ameliorization of conditions • Family/community social connections, economic stability, and participation in family support activities and parents as first teachers, nurses, and safety officers of their kids • Interoperable (unique identifier, cross-system information sharing) • Longitudinal/real-time (cradle to career, accessible for case planning) • Geographic (neighborhood/census tract level)
One Approach: Visioning and Developing an Ideal 0-8 Child Information System • Comprehensive (all systems serving children) • Health coverage, utilization, and health outcomes • Participation in early childhood services/activities and developmental progress • Attendance and progression in school and educational mastery • Identification and response to specialized needs (child protection, Part C and B, child mental health) and correction/ameliorization of conditions • Family/community social connections, economic stability, and participation in family support activities and parents as first teachers, nurses, and safety officers of their kids • Interoperable (unique identifier, cross-system information sharing • Longitudinal/real-time (cradle to career, accessible for case planning) • Geographic (neighborhood/census tract level)
My Approach/Opportunity to Share:Selectively Analyzing Existing Available(or Easily Collectible) Data • Census, American Community Survey Data • Getting Ready data identified in School Readiness Indicators Initiative • Public funding data • Other administrative data • National and state survey data • School data (from statewide longitudinal data base)
Questions You Sent In • What are best/relatively simple indicators to use for identifying progress/problems before the 3rd grade? Paul Shinn, Public Policy Analyst, Community Action Project of Tulsa County, Oklahoma • How do we begin to build a platform for a “developmental status registry?” Anne Stone, Executive Director, OR Pediatric Society
…from data to information • ACS – diversity of child population • Public funding data – investments by child age • ACS – vulnerable child raising neighborhood data • School data – preschool participation at kindergarten entry & preschool participation and early elementary development • ACS – preschool data overall • School data – early elementary attendance data
Diversity in America:Young Children Leading the Way 44.9% 40.8% 32.4% 18.9% Hispanic population 17.9% Source: United States Census Bureau, 2005 American Community Survey (age) Current Populations Services, Bureau of Labor Statistics, 2006 (teachers)
Per Child Composite Investments in Education and Development by Child Age 50 States & District of Columbia Composite Assessment $9,531 For every dollar invested in a school- aged child, only 6 cents is invested in an infant and toddler and 25 cents in a preschool child $2,409 $609 Source: Early Learning Left Out 3rdEdition See also http://www.financeproject.org/publications/GLR_Guide.pdf
U.S. 4-Year-Old Preschool Participation by Ethnicity Source: US Census Bureau, 2009 American Community Survey, Public Use Microdata Sample
U.S. 4-Year-Old Preschool Participation, Less than 200% and Greater than 400% Poverty 75.9% 73.6% 74.1% 64.5% LIGHT BLUE Under 200% of PovertyDARK BLUE Over 400% of Poverty Source: US Census Bureau, 2009 American Community Survey, Public Use Microdata Sample
Preschool Involvement and Subsequent Student Achievement: Council Bluffs, Iowa +1.15 + .48 + .73 + .98 + .25 First Grade Math Scores by SES and District Preschool Involvement Council Bluffs School District 2005-06
Preschool Participation Rates in Iowa Statewide Longitudinal Data Base: Who’s Being Reached • Data was consistent with Council Bluffs on kindergarten entry assessments by FRM/preschool participation. • Participation (particularly of FRM students) in statewide universal preschool varied widely by school district. • English language learners were least likely to participate, relative to their presence in the kindergarten population. • Most of the participation of low-income children was the result of enhancing preschool for children already in Head Start and not expanded outreach and enrollment; most increased preschool participation rates in 200-400% of poverty child population.
Attendance Counts Data 93% ADA = 21% Chronic Absence 97% ADA = 4% Chronic Absence
Sharing Experiences in Analyzing Data as well as Developing New and More Comprehensive Data Systems • BUILD Data Related Reports (www.buildinitiative.org) • Building Public Early Childhood Data Systems for a Multi-Ethnic Society • Opportunities to Incorporate Young Child Data into Statewide Longitudinal Data Systems • The Early Learning Network in Pennsylvania • Federal Funding and Young Children Part One: Directions, Opportunities, and Challenges to States in Building Early Childhood Systems • Federal Funding and Young Children Part Two: Securing Funding Flexibility to Improve Children’s Healthy Development
Questions You Sent In • Can you address the importance of real engagement of families to promote emergent literacy in very young children by providing strategies to intentionally guide families on how to promote literacy in the home? It is my belief that the culture of education and literacy in the home sets the tone for children. Sherry Linton, Project Director, CT Early Childhood Education Cabinet
Contact Information Charles Bruner Director of Research and Evaluation, Build Initiative Director of Child and Family Policy Center email@example.com www.buildinitiative.org www.finebynine.org www.cfpciowa.org LEARNING TO READ: Developing 0-8 Information Systems to Improve Third Grade Reading Proficiencyhttp://www.cfpciowa.org/uploaded/AEC%20Resource%20Guide%20Learning%20to%20Read1_1.pdf
Ralph Smith • Executive Vice-President, Annie E. Casey Foundation