@EdDataCampaign

Harnessing the Power of Data: Building Coordinated, Longitudinal

Early Care and Education Data Systems that Link with K-12

May 9, 2012

Elizabeth LairdDirector, Communications and External Affairs

Data Quality Campaign

College and Career Readiness

Early Childhood K-12

Post-secondary

& Workforce

• Increase EC program access

• Improve EC program and workforce quality

• Help EC administrators use data for continuous improvement

• 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

Bridging P20W Silos to Ensure Effective Data Use

• Inform postsecondary and workforce accountability and continuous improvement

• Evaluate education and training programs

@EdDataCampaign

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

College and Career Readiness

Early Childhood K-12

Post-secondary

& Workforce

• Increase EC program access

• Improve EC program and workforce quality

• Help EC administrators use data for continuous improvement

• 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

• Inform postsecondary and workforce accountability and continuous improvement

• Evaluate education and training programs

Bridging P20W Silos to Ensure Effective Data Use

@EdDataCampaign

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.org for more information.

@EdDataCampaign

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.

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But They Haven’t Yet

No state has all 10 Actions 10 State Actions

1. Link P-20/W Data Systems (11 states)

2. Create stable, sustained support (27)

3. Develop governance structures (36)

4. Build data repositories (44)5. Provide timely data access

(2)6. Create individual student

progress reports (29)7. Create longitudinal reports

(36)8. Develop research agenda

(31)9. Build educator capacity (3)10. Raise awareness of available

data (23)

College and Career Readiness

Early Childhood K-12

Post-secondary

& Workforce

• Increase EC program access

• Improve EC program and workforce quality

• Help EC administrators use data for continuous improvement

• 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

• Inform postsecondary and workforce accountability and continuous improvement

• Evaluate education and training programs

Bridging P20W Silos to Ensure Effective Data Use

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.org for more information.

Inaugural State ECE Analysis Findings

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.

College and Career Readiness

Early Childhood K-12

Post-secondary

& Workforce

• Increase EC program access

• Improve EC program and workforce quality

• Help EC administrators use data for continuous improvement

• 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

• Inform postsecondary and workforce accountability and continuous improvement

• Evaluate education and training programs

Bridging P20W Silos to Ensure Effective Data Use

@EdDataCampaign

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).

Subsidized child care

Head Start/Early Head Start

Early intervention

State prekindergarten

Special education

0 5 10 15 20 25 30 35 40 45 50

10

20

28

40

43

Number of states annually matching student-level K-12 and ECE data with a known match rate, by program

Number of states

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Data Flow One Way: Up!

Data type shared ECE to K-12

Both ways

K-12 to ECE

Demographic 25 19 2

Family characteristics 9 7 2

Program participation 25 16 3

Child-level developmental data

11 6 2

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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.

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Contact DQC

Elizabeth Laird

Director, Communications and External Affairs, DQCElizabeth@DataQualityCampaign.org

(202)393-7192www.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.