Transcript Displaying Survey Results

P-20 Longitudinal Data Systems
What is the information we need, how do we get it, what do we do with it?
Elizabeth Laird
&
Helene Stebbins
Why Data? Why Now?
Head Start Act of 2007
“The State
Advisory Council shall…develop recommendations regarding the
establishment of a unified data collection system for public early childhood
education and development programs and services throughout the state.”
HR 3221: Early Learning Challenge Grant
A coordinated data infrastructure that facilitates—
•
uniform data collection about the quality of early learning programs,
essential information about the children and families that participate in
such programs, and the qualifications and compensation of the early
learning workforce in such programs; and
•
alignment and interoperability between the data system for early learning
programs for children and data systems for elementary and secondary
education.”
•
State progress demonstrated by:
•
increasing the percentage of disadvantaged children in each age group
(infants, toddlers, and preschoolers) who participate in high-quality early
learning programs;
•
increasing the number of high-quality early learning programs in lowincome communities;
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
ECDC Goals:
 Document current state early childhood data efforts,
and the priorities of state policymakers and other key
audiences for improving early childhood data systems
and data use;
 Generate a template of key policy questions, essential
elements or capabilities of exemplary state early
childhood data system, and actions to promote databased decision making;
 Create policy tools, resources, and services that build
political will and support states to develop and use
comprehensive early childhood data systems that link
with K-12.
Theory of Action
Based on the DQC model with K-12 data
Start with the policy questions: design data
systems to answer key “killer questions”:
• Resonate with policy leaders
• Illustrate the power of data
Identify essential elements necessary to
answer the questions
Track state progress in collecting the essential
data elements
Moving along the Accountability Spectrum
• Compliance Reporting
• Accountability (rearview mirror view—what we did
well/not so well)
• Continuous Improvement (looking out the front window)
Opportunity to Leverage Federal Funding
Source: Leveraging Federal Funding: A Roadmap for States
Partnership
Achieve, Inc.
National Center for Educational
Achievement
Alliance for Excellent Education
National Center for Higher
Education Management Systems
Council of Chief State School
Officers
NGA Center for Best Practices
Education Commission of the
States
Schools Interoperability Framework
Association
The Education Trust
National Conference of State
Legislatures
National Association of States
Boards of Education
State Educational Technology
Directors Association
National Association of System
Heads
State Higher Education Executive
Officers
Killer Policy Questions
Which schools produce the strongest academic growth for their
students?
What achievement levels in middle school indicate that a student
is on track to succeed in rigorous courses in high school?
What is the state’s graduation rate, according to the 2005
National Governor's Association graduation compact?
Which high school performance indicators (e.g., enrollment in
rigorous courses or performance on state tests) are the best
predictors of students' success in college or the workplace?
What percentage of high school graduates who go on to college
take remedial courses?
Which teacher preparation programs produce the graduates
whose students have the strongest academic growth?
10 Essential Elements
1. Unique statewide student identifier
Student-level enrollment, demographic and program participation
2.
information
Ability to match individual students’ test records from year to year to
3.
measure growth
4. Information on untested students
5. Teacher identifier system with ability to match teachers to students
6.
Student-level transcript information, including information on courses
completed and grades earned
7. Student-level college readiness test scores
8. Student-level graduation and dropout data
Ability to match student records between the P-12 and postsecondary
9.
systems
10. State data audit system assessing data quality, validity, and reliability
Policy Questions and Elements
Which schools produce the strongest academic growth for their
students?
1, 3, 4
What achievement levels in middle school indicate that a student
is on track to succeed in rigorous courses in high school?
1, 3,
6, 7
What is the state’s graduation rate, according to the 2005
National Governor's Association graduation compact?
1, 2,
8, 10
Which high school performance indicators (e.g., enrollment in
rigorous courses or performance on state tests) are the best
predictors of students' success in college or the workplace?
1, 3,
6, 7,
8, 9
What percentage of high school graduates who go on to college
take remedial courses?
1, 8, 9
Which teacher preparation programs produce the graduates
whose students have the strongest academic growth?
1, 3,
4, 5
Annual Survey—Data Systems
2005
2009
Source: 2009 Annual Progress Report on State Data Systems
Ensure Data Use
Annual Survey—Data Use
Next Steps for Questions, Elements,
and Actions
Vet draft killer questions and essential data
elements with stakeholders
Finalize questions, elements, and actions
Survey states on data collection and use
Build momentum to improve state data
collection on young children
DRAFT ECDC Killer Questions
1. Are children, birth to age five, on track to succeed at school
entry and beyond?
2. Which children have access to high quality early care and
education programs?
3. Is the quality of programs improving?
4. What are the characteristics of effective programs?
5. What is the cost per child of a high quality program?
6. What policies and investments lead to a skilled and stable
early childhood workforce?
7. How prepared is the workforce to provide effective education
and care for all children?
DRAFT ECDC Essential Elements
Child-Level Data
1.Unique statewide child identifier that links across
programs and key databases
2.Child-level demographics, risk(s) exposure,
enrollment, and attendance
3.Child-level assessment data across multiple
domains matched over time to measure growth
4.Ability to match child-level early childhood data
with K-12 and beyond
DRAFT ECDC Essential Elements
Program-Level Data
5. Unique site/program identifier with the ability to link to
individual children served
6. Site-level structural, staffing, and quality information
7. Site-level revenue and cost data
Workforce/Teacher-Level Data
8. Unique teacher/provider identifier with ability to link to
individual children served
9. Teacher-level demographics, education and training, and
workplace characteristics
10.Inform on education and training supports and content
available to teachers/providers
Draft ECDC Actions for Use
EXPAND the ability of state early childhood data systems to link
across systems and agencies and across the P-20/W
education pipeline.
1. Link state early childhood data systems with other agencies
like health and social services and with K-12, postsecondary
education, and the workforce.
2. Create stable, sustained support for robust state early
childhood data systems.
3. Develop governance structures to guide data collection,
sharing and use.
4. Build interoperable state data repositories (e.g., data
warehouses) that integrate child, program, workforce,
financial and facility data.
Draft ECDC Actions for Use
ENSURE that data can be accessed, analyzed and used, and
communicate data to all stakeholders to promote
continuous improvement.
4. Implement systems to provide all stakeholders timely access
to the information they need while protecting individual
privacy.
5. Create developmental progress reports with individual child
data that provide information teachers, providers, and
parents can use to improve child outcomes.
6. Create reports that include aggregate longitudinal statistics
on early childhood systems linked with K-12 and groups of
children to guide program- and state-level improvement
efforts.
Draft ECDC Actions for Use
BUILD the capacity of all stakeholders to use longitudinal data
for effective decisionmaking.
8. Develop a purposeful research agenda and collaborate with
universities, researchers and intermediary groups to explore
the data for useful information.
9. Implement policies and promote practices, including
professional development and credentialing, to ensure that
teachers and providers know how to access, analyze and use
data appropriately.
10. Promote strategies to raise awareness of available data and
ensure that all key stakeholders, including state
policymakers, know how to access, analyze and use the
information.
Outstanding Questions
1. Which children and programs are included in the state
data system(s)?
2. How can we measure progress towards states collecting
data on program quality without defining quality for
states?
3. How do we convey the importance of protecting privacy
of individual children while promoting data use?
4. How do we address the validity of child assessments?
5. Should individual teachers be linked to individual sites
and/or individual children?
Future ECDC Activities
Build partnerships among stakeholders
Communicate policy questions and data
elements, and track state progress
Provide state-based policy and advocacy
assistance
Conduct state and federal advocacy work to
improve coordination and alignment
Contact the ECDC:
CSCCE
CCSSO
DQC
NCCP
Marcy Whitebook , [email protected] and
Fran Kipnis, [email protected]
Tom Schultz, [email protected]
Elizabeth Laird,
[email protected]
Helene Stebbins, [email protected]
NGA
Rachel Demma, [email protected]
NCSL
Jennifer Stedron, [email protected]
Pre-K Now Albert Wat, [email protected]
7/21/2015
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