Maryland Public Schools: #1 in the Nation AGAIN in 2010 Data Driven Decisions: Separating Fact from Fiction in Building Early Care and Education Systems Alex Haley Farm, Clinton, TN August 25-27, 2010

Governor’s Office Governor’s Office of Children (GOC) Children’s Cabinet (Chair: Executive Director, GOC) (Education, Health, Juvenile Justice, Welfare, Aging, Disabilities) Maryland State Board of Education Maryland Early Childhood Advisory Council (Chair: State Superintendent of Schools) Maryland Early Childhood Advisory Council (Chair: State Superintendent of Schools)

Total - 371,956 ◦ Male - 192,056 (52%) ◦ Female - 179,900 (48%) POVERTY BY RACE/ETHNICITY, Children Under 5 At or above Poverty Level Below Poverty Level Below Poverty Level (%) White182,62714,8457% Black or African American88,34222,10620% Hispanic or Latino41,1667,47315% Asian18,1341,0555% Some other Race Alone15,3792,21312% Two or More Races18,1853,24815% DEMOGRAPHICS#% Total Number of Children Under Age 5371,956 White Alone199,10254% Black or African American Alone112,95330% American Indian and Alaska Native Alone1,0800% Asian Alone19,2265% Some other Race Alone17,7624% Two or More Races21,7965% SPECIAL POPULATIONSNumber% Hispanic or Latino49,69612% Infants/Toddlers13,8014% Preschool Special Education12,2033% Source: U.S. Census Bureau, 2008 American Community Survey 1-Year Estimates

 Full-day kindergarten (2007)  Prekindergarten for all “economically disadvantaged four-year olds”  Licensed programs (centers and family child care, nursery schools, and Head Start)  Maryland Infants and Toddlers and Preschool Special Education  Family Support Centers (Birth to 3 years)

 Program standards and early childhood accreditation  Early learning standards (Prek–8 State Curriculum and Healthy Beginnings: Birth-3) and early childhood curriculum project  Child care credentialing (career ladder, bonus, training and scholarships)  Tiered Reimbursement (Quality Rating System)  Resource and Referral  Early Childhood Mental Health Consultation  Head Start Collaboration  Maryland Model for School Readiness (MMSR)  Judy Center Partnerships  Extended Individualized Family Service Plan (ISFP)  Maryland Longitudinal Data System - (ECE component)

 How do child care providers participating in the subsidy program compare to other providers in the State in terms of child care quality?  Is there a significant association between child care subsidies and children’s school readiness upon entering Kindergarten?  Is performance on the Maryland Model for School Readiness assessment (MMSR) predictive of Grade 3 high stakes testing (Reading and Math)?

 Child Care Administrative Tracking System (CCATS) ◦ CCATS replaced the State’s legacy system in The Child Care Administration Information Management System (CCAMIS) had been in use since ◦ CCATS is a comprehensive data system that includes information related to child care licensing, child care subsidy, professional development, tiered reimbursement, and grants ◦ Information is linked throughout the system with the use of unique identifiers – Party ID, Case ID, Provider ID

 Maryland Model for School Readiness (MMSR) Data System ◦ Developed in 2001 to capture information collected in each of the State’s local school systems on school readiness ◦ Information collected on 30 separate evaluation items grouped into seven areas (domains): ◦ For each indicator, a child receives a score of “needs improvement”, “in progress”, or “proficient” from a trained teacher Social and Personal Language and Literacy Mathematical Thinking Scientific Thinking Social Studies The Arts Physical Development and Health

MMSR Dataset (Kindergarten School Readiness) MSDE Licensing/ Credentialing Dataset Enhanced Administrative Data Files Resource & Referral Dataset Head Start Dataset Subsidy Dataset (all children paid in at least one month during the 12 months preceding entry into Kindergarten)

CHILD  MMSR Record ID   CCATS Enrollment ID  Child Name  Child ‘s Birth Date  Student ID  Provider ID Snapshot Date CHILD  MMSR Record ID   CCATS Enrollment ID  Child Name  Child ‘s Birth Date  Student ID  Provider ID Snapshot Date MD Model for School Readiness  MMSR Record ID  Student ID  Child’s Birth Date  CCATS Enrollment ID Readiness Test Date Test Result 1 Test Result 2 MD Model for School Readiness  MMSR Record ID  Student ID  Child’s Birth Date  CCATS Enrollment ID Readiness Test Date Test Result 1 Test Result 2 Longitudinal Data Sets Longitudinal Record ID  Student ID  MMSR Record ID Longitudinal Data Sets Longitudinal Record ID  Student ID  MMSR Record ID CCATS Child Care Administrative Tracking System CCATS Child Care Administrative Tracking System PROVIDER  Provider ID  Provider Name Provider Address PROVIDER  Provider ID  Provider Name Provider Address CREDENTIALING Credential ID  Provider ID CREDENTIALING Credential ID  Provider ID GRANTS Award ID  Provider ID GRANTS Award ID  Provider ID SUBSIDY  Provider ID  Child Name  Child’s Birth Date SUBSIDY  Provider ID  Child Name  Child’s Birth Date LICENSING Facility ID  Provider ID LICENSING Facility ID  Provider ID CHILD  CCATS Enrollment ID  Provider ID  Child Name  Child’s Birth Date  Provider Name CHILD  CCATS Enrollment ID  Provider ID  Child Name  Child’s Birth Date  Provider Name

 MMSR Kindergarten Assessment and the Early Childhood Accountability System (ECAS)  Management for Results (MFR)  Maryland Longitudinal Data System  Program evaluations

 Children Receiving Free/Reduced School Lunch by Subsidy Status  Percent of Children “Fully Ready” for School by MMSR Domain SubsidyNo Subsidy Total Composite Score65% Social Skills61%66% Language/Literacy56%51% Math60%57% Science47%46% Social Studies55%54% Art71%72% Health79% Results

 Summary of Findings ◦ MMSR performance predicted later MSA Math performance at 3 rd, 4 th, and 5 th grade (for the whole population as well as for all subgroups) ◦ MMSR performance predicted later MSA Reading performance at 3 rd, 4 th, and 5 th grade ◦ Comparisons across ethnic and income groups found:  A greater proportion of Asian/Pacific Islanders, White, and Non-FARMS students who were Advanced on the MMSR later scored Advanced on both the Reading and Math MSA.  A greater proportion of African American, Hispanic, American Indian, and FARMS students who were Basic on the MMSR later scored Basic on both the Reading and Math MSA.

 Identifying Data Elements and How They Relate Throughout the Systems  Bringing Information From Different Data System Structures Together  Procurement Issues  Funding

Visit Our Web-Site at: Division of Early Childhood Development Liz Kelley, MA Director Office of Child Care