Building and Using Coordinated State ECE Data Systems— A Framework for State Policymakers
Building and Using Coordinated State ECE Data Systems— A Framework for State Policymakers. Why Data? Why Now?. State Advisory Councils Statewide Longitudinal Data Systems Grant Program State Fiscal Stabilization Funds Race to the Top. Early Childhood Data Collaborative.
Building and Using Coordinated State ECE Data Systems— A Framework for State Policymakers
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Presentation Transcript
Building and Using Coordinated State ECE Data Systems—A Framework for State Policymakers
Why Data? Why Now? • State Advisory Councils • Statewide Longitudinal Data Systems Grant Program • State Fiscal Stabilization Funds • Race to the Top
Early Childhood Data Collaborative • Center for the Study of Child Care Employment at UC Berkeley • Council of Chief State School Officers • Data Quality Campaign • National Center for Children in Poverty • National Governors Association • National Council of State Legislatures • Pre-K Now Supported through funding from the Birth to Five Policy Alliance, The Pew Charitable Trusts, and The David and Lucile Packard Foundation.
ECDC Goals: • Support state policymakers’ development and use of coordinated state early care and education (ECE) data systems to improve program and workforce quality, increase program access, and ultimately improve child outcomes; • Provide tools and resources to encourage state policy change; and • Provide a national forum in support of the development and use of coordinated state ECE data systems.
Theory of Action • Based on the DQC model with K-12 data • Start with the policy questions: design data systems to answer critical policy questions: • Resonate with policy leaders • Illustrate the power of data • Identify building blocks necessary to answer the questions • Track state progress towards implementing the building blocks
Three-fold transformation of current efforts 1. Compliance-driven to improvement-driven 2. Fragmented to coordinated 3. “Snap-shot” to longitudinal
Start with the Questions—Case in Point 64 Questions (July 2009) 42 Questions (October 2009) 15 Questions (November 2009) 7 Questions (January 2010) 6 Questions (March 2010)
Critical Policy Questions • Are children, birth to age five, on track to succeed at school entry and beyond? • Which children have access to high quality early care and education programs? • Is the quality of programs improving? • What are the characteristics of effective programs? • What policies and investments lead to a skilled and stable early childhood workforce? • How prepared is the workforce to provide effective education and care for all children?
10 Building Blocks of State ECE Data Systems Governance and Privacy Elements 9-10 Element 4
10 Building Blocks of State ECE Data Systems • Unique statewide child identifier • Child-level demographic and program participation information • Child-level data on child development • Ability to link child-level data with K-12 and other key programs • Unique program site identifier with the ability to link with children and the ECE workforce • Program site structural and quality information • Unique ECE workforce identifier with ability to link with program sites and children • Individual-level data on ECE workforce demographic, education and professional development information • State governance body to manage data collection and use • Transparent privacy protection and security practices and policies
10 ECE Building Blocks Child-Level Data • Unique statewide child identifier • Child-level demographic and program participation information • Child-level data on child development • Ability to link child-level data with K-12 and other key programs
10 ECE Building Blocks Program Site-Level Data • Unique program site identifier with the ability to link with children and the ECE workforce • Program site structural and quality information
10 ECE Building Blocks Individual-Level ECE Workforce Data • Unique ECE workforce identifier with ability to link with program sites and children • Individual-level data on ECE workforce demographic, education and professional development information
10 ECE Building Blocks Operational Characteristics • State governance body to manage data collection and use • Transparent privacy protection and security practices and policies
Promoting Data Use Ensure timely, user-friendly and appropriate access Build capacity to use data for continuous improvement.
50-State Survey of State ECE Data Systems Goals— • Provide public transparency on state progress towards building Coordinated ECE Data Systems; • Inform states’ plans and implementation of Coordinated State ECE Data Systems; • Determine the gap between current state policies and changes that are needed; and • Inform states’ progress towards building, aligning, and using P-20/W data systems.
Challenges: Administering EC Survey • Raising awareness in states about this new, forthcoming survey; • Managing and validating responses from multiple early childhood programs, departments, and agencies; • Engaging policymakers in response and validation process; • Determining if states receive “credit” for an element; • Analyzing and communicating survey results for policymakers; and • Integrating this survey into larger P-20/W data systems communications strategy.
Future ECDC Activities • Communicate policy questions and data elements • Track state progress through 50-state survey • Provide state-based policy and advocacy assistance • Conduct state and federal advocacy work to improve coordination and alignment
