1. Data on Child and Family Outcomes: Tools for Improving State Systems
Kathy Hebbeler
SRI International
Through our work with the ECO Center, we have spent the last 8 years helping states build statewide systems to collect quality data on outcomes for children with disabilities in early intervention and early childhood special education.
Presented the National Summit on Quality in Home Visiting Programs
Washington, DC
February, 2012 1

2. Early Childhood Outcomes Center
Imagine….
Early Childhood Outcomes Center

3. Early Childhood Outcomes Center
Children in your large programs are making 20% less progress than children in your small programs.
Families who received 80% of their home visits are more engaged with their children than families who received 50%.
Children of families who can access community resources show more progress than other children.
Early Childhood Outcomes Center

4. Would you do anything differently?
Early Childhood Outcomes Center

5. Early Childhood Outcomes Center
The Power of Outcomes
Outcomes are what programs are hoping to achieve for children and families.
Data on outcomes…
Document successes
Shine light on where work needs to be done
Early Childhood Outcomes Center

6. Examples of Child Outcomes
For programs serving young children with delays and disabilities:
Children have positive social relationships
Children acquire and use knowledge and skills
Children take action to meet their needs.
Early Childhood Outcomes Center

7. Early Childhood Outcomes Center
Another example…
Literacy Knowledge and Skills
Language Development
Logic and Reasoning
Mathematics Knowledge and Skills
Science Knowledge and Skills
Social Studies Knowledge and Skills
Physical Development and Skills
Social Emotional Development
Creative Arts Expression
Approaches to Learning
English Language Development
Early Childhood Outcomes Center

8. Examples of Family Outcomes
Families understand their child's strengths, abilities, and special needs.
Families know their rights and advocate effectively for their child.
Families help their child develop and learn.
Families have support systems.
Families access desired services, programs, and activities in their community.
Early Childhood Outcomes Center

9. + + = V & R Data on Family Outcomes, Experiences,
Demographics
V & R Data on Program and Service Features
V & R Data on Child Outcomes + + =
V & R = valid and reliable
Early Childhood Outcomes Center

10. A lot of insight into what is going on in the program statewide
Early Childhood Outcomes Center

11. Early Care and Education System
Home visiting is part of the state’s early care and education system
Much energy being devoted to building state data system for EC and E systems
Including linking EC data to K-12 data
Early Childhood Outcomes Center

12. Early Childhood Data Collaborative
Are children, birth to age 5, on track to
succeed when they enter school 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?
■ How prepared is the early care and education workforce to provide effective education and care for all children?
■ What policies and investments lead to a skilled and stable early care and education workforce?

13. ECDC’s 10 Fundamentals 1. Unique statewide child identifier*
2. Child-level demographic and program participation information*
3. Child-level data on child development
4. Ability to link child-level data with K–12 and other key data systems
5. Unique program site identifier with the ability to link with children and the ECE workforce*
6. Program site data on structure, quality and work environment*
7. Unique ECE workforce identifier with ability to link with program sites and children*
8. Individual ECE workforce demographics, including education, and professional development information*
9. State governance body to manage data collection and use
10. Transparent privacy protection and security practices and policies
*RTT-ELC Essential Data Element
Early Childhood Outcomes Center

14. Building a state measurement system
Long term commitment
Requires resources (esp. for professional development)
To build
To maintain
Requires vigilance to ensure data quality
Is essential for program improvement and accountability
Early Childhood Outcomes Center

15. Early Childhood Outcomes Center

16. Data Collection and Transmission Cross-system Coordination
Quality Indicators
Components
Elements
Purpose
State has articulated purpose(s) of COMS.
Data Collection and Transmission
2. Data collection procedures are carried out efficiently and effectively.
3. Providers, supervisors, and others involved in data collection have the required knowledge, skills, and commitment.
4. State's method for entering, transmitting, and storing data is effective and efficient.
Analysis
5. State identifies accountability and program improvement questions related to child outcomes.
6. Local programs identify accountability and program improvement questions related to child outcomes.
7. State agency analyzes data in a timely manner.
8. Local programs analyze data in a timely manner.
9. State agency ensures completeness and accuracy of data.
Reporting
10. State agency interprets, reports, and communicates information related to child outcomes.
11. Local programs interpret, report, and communicate information related to child outcomes.
Using Data
12. State agency makes regular use of information on child outcomes to improve programs.
13. Local programs makes regular use of information on child outcomes to improve programs.
Evaluation
14. State evaluates its COMS regularly.
Cross-system Coordination
15. Part C and 619 coordinate child outcomes measurement.
16. Child outcomes measurement is integrated across early childhood (EC) programs statewide.
17. Child outcomes measurement is aligned with state’s early learning guidelines/standards.
18. State has a longitudinal data system to link child outcomes data from EC program participation to K–12 data.
Purpose
Data Collection and Transmission
Analysis
Reporting
Using Data
Evaluation
Cross-System Coordination
a. State has…
b. State has…
c. State agency..
d. Representative..
e. State agency…
f. State ……
g. State provides…
h. State has..
There is a logical developmental sequence within the indicators. If a state was starting from scratch, it would start with purpose, identify a method, identify some questions. Of course, a state could skip over purpose entirely and go straight to approach.
Most of the states with regard to building their systems are focusing on the analysis sections. Some still trying to address some data quality issues. Some that are a little farther along are starting to build local capacity or trying to use the data at a state level. Some are not thinking about local capacity.
Early Childhood Outcomes Center

17. Some not so good alternatives
Don’t collect any outcomes data
Collect data at the program level and keep it there
Collect data but don’t invest in the capacity of programs to use the data
Collect data at the state level but don’t act on it
Early Childhood Outcomes Center

18. Early Childhood Outcomes Center
Imagine….
…a state where all children and families in home visiting programs have good outcomes
Early Childhood Outcomes Center

19. Without data, you don’t know where you are.
Early Childhood Outcomes Center