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Harnessing the Power of Data: Building Coordinated, Longitudinal Early Care and Education Data Systems that Link with K-

Harnessing the Power of Data: Building Coordinated, Longitudinal Early Care and Education Data Systems that Link with K-12. Elizabeth Laird Director, Communications and External Affairs Data Quality Campaign. May 9, 2012. Bridging P20W Silos to Ensure Effective Data Use.

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Harnessing the Power of Data: Building Coordinated, Longitudinal Early Care and Education Data Systems that Link with K-

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  1. Harnessing the Power of Data: Building Coordinated, Longitudinal Early Care and Education Data Systems that Link with K-12 Elizabeth Laird Director, Communications and External Affairs Data Quality Campaign May 9, 2012

  2. Bridging P20W Silos to Ensure Effective Data Use Post-secondary & Workforce Early Childhood K-12 College and Career Readiness • Increase EC program access • Improve EC program and workforce quality • Help EC administrators use data for continuous improvement • Inform postsecondary and workforce accountability and continuous improvement • Evaluate education and training programs • Increase school readiness • Provide early childhood feedback reports • Increase teacher effectiveness • Increase high school graduation rates • Align state and district data efforts • Improve teacher prep programs • Decrease college remediation rates

  3. Drivers to Link ECE and K-12 Data • Linked, shared, and coordinated ECE and K-12 data are needed to inform decisionmaking at all levels, from parents to policymakers. • Federal policies are accelerating state efforts • State advisory councils • Race to the Top Early Learning • Statewide Longitudinal Data Systems • National advocacy campaigns are advocating for ECE and K-12 linkages: • Data Quality Campaign • Early Childhood Data Collaborative

  4. Bridging P20W Silos to Ensure Effective Data Use Post-secondary & Workforce Early Childhood K-12 College and Career Readiness • Increase EC program access • Improve EC program and workforce quality • Help EC administrators use data for continuous improvement • Inform postsecondary and workforce accountability and continuous improvement • Evaluate education and training programs • Increase school readiness • Provide early childhood feedback reports • Increase teacher effectiveness • Increase high school graduation rates • Align state and district data efforts • Improve teacher prep programs • Decrease college remediation rates

  5. Data Quality Campaign • About Data Quality Campaign • Critical questions facing state policymakers • 10 Essential Elements of Statewide Longitudinal Data Systems • 10 State Actions to Support Effective Data Use Visit www.DataQualityCampaign.orgfor more information.

  6. States Have Made Incredible Progress • Better Data: Every state has robust longitudinal data that extend beyond test scores. • Improved Access: States are increasingly providing better data to appropriate stakeholders. • Increased Awareness: States are making this increased capacity known. • Long-term Sustainability: States are planning for the future. Every state has the capacity to empower education stakeholders with data.

  7. But They Haven’t Yet No state has all 10 Actions • 10 State Actions • Link P-20/W Data Systems (11 states) • Create stable, sustained support (27) • Develop governance structures (36) • Build data repositories (44) • Provide timely data access (2) • Create individual student progress reports (29) • Create longitudinal reports (36) • Develop research agenda (31) • Build educator capacity (3) • Raise awareness of available data (23)

  8. Bridging P20W Silos to Ensure Effective Data Use Post-secondary & Workforce Early Childhood K-12 College and Career Readiness • Increase EC program access • Improve EC program and workforce quality • Help EC administrators use data for continuous improvement • Inform postsecondary and workforce accountability and continuous improvement • Evaluate education and training programs • Increase school readiness • Provide early childhood feedback reports • Increase teacher effectiveness • Increase high school graduation rates • Align state and district data efforts • Improve teacher prep programs • Decrease college remediation rates

  9. Early Childhood Data Collaborative • About the Early Childhood Data Collaborative • Critical questions facing state policymakers • 10 Fundamentals of State Early Care and Education Data Systems • Defining “early childhood” data Visit www.ECEdata.orgfor more information.

  10. Inaugural State ECE Analysis Findings • Every state collects ECE data on individual children, program sites and/or members of the ECE workforce. • Data are uncoordinated as almost every state cannot link child-, program site-, and ECE workforce-level data across all ECE programs. • Data gaps remain for ECE workforce-level data and child-level development data. • 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.

  11. Bridging P20W Silos to Ensure Effective Data Use Post-secondary & Workforce Early Childhood K-12 College and Career Readiness • Increase EC program access • Improve EC program and workforce quality • Help EC administrators use data for continuous improvement • Inform postsecondary and workforce accountability and continuous improvement • Evaluate education and training programs • Increase school readiness • Provide early childhood feedback reports • Increase teacher effectiveness • Increase high school graduation rates • Align state and district data efforts • Improve teacher prep programs • Decrease college remediation rates

  12. ECE and K-12 Linkages Vary by Program *6 states link student-level data between K-12 and five types of early childhood programs with a known match rate (AR, CT, GA, MI, MO, RI).

  13. Data Flow One Way: Up!

  14. Recap: Current Status of Linking ECE and K-12 Data Systems • K-12: Every state could empower stakeholders with data, but they haven’t. • ECE: States cannot answer basic questions about their ECE system. • Linking ECE and K-12: Demand is growing, but progress is uneven and varies by program. We need to overcome the 4 T’s: Turf, Trust, Technical Issues, and Time.

  15. Contact DQC Elizabeth Laird Director, Communications and External Affairs, DQC Elizabeth@DataQualityCampaign.org (202)393-7192 www.DataQualityCampaign.org Our work is made possible by philanthropic grants and contributions from the Bill & Melinda Gates Foundation, the Michael & Susan Dell Foundation, the Lumina Foundation for Education, AT&T, and the Birth to Five Policy Alliance. Additional support has been provided by The Broad Foundation, The Pew Charitable Trusts, and Casey Family Programs. 

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