Data Collection & Data Systems
In 2014, Congress reauthorized the nation’s primary source of funding for child care assistance for low-income families with passage of the Child Care and Development Block Grant (CCDBG). This report from the Center for Law and Social Policy (CLASP) and its accompanying state profiles summarizes lessons learned from stakeholder efforts to capture the experiences of states following the passage of the CCDBG and to inform future policy efforts.
Quality Rating and Improvement Systems are evolving rapidly. As part of BUILD's effort to support QRIS to reform and strengthen early learning systems, we have created a suite of 5 resources, dubbed QRIS 3.0:
The Integration of Early Childhood Data: State Profiles and a Report from the U.S. Department of Health and Human Services and the U.S. Department of Education
This past month, the U.S. Department of Health and Human Services and Department of Education released “The Integration of Early Childhood Data,” a report intended to help states improve services for young children and families by refining their capacity to use existing administrative data from early childhood programs.
Early care and education (ECE) program leaders can better understand and serve the children and families in their program when they combine their own data with data from other organizations. This can be tough for programs to do, though, and many programs lack resources or knowledge that would support this aspect of their continuous improvement.
Understanding and Choosing Assessments and Developmental Screeners for Young Children Age 3-5: Profiles of Selected Measures
The 2007 reauthorization of Head Start requires Head Start programs to use child assessments and developmental screeners that are developmentally, linguistically, and culturally appropriate, as well as valid and reliable in the language in which they are used. This compendium was created to address this need and to promote the use of reliable and valid assessment data, wherever possible, in Head Start and other early childhood programs.
As concern increases over how specific public policies affect children in the early years, establishing cause and effect and estimating the benefits to young children puts increased technical demands on assessment.
Advocates have made progress in getting the message to policymakers about the first three years of life and gaps that can begin in infancy—only to be met by shrugs of doubt that anyone knows “what to do about babies.” We know that an array of proven interventions can help families get their babies off to a good start in life. Yet, piecing together the infant-toddler policy puzzle is not simple.
Measuring Predictors of Quality in Early Care and Education Settings in the National Survey of Early Care and Education
This methodological report describes how selected predictors of quality can be measured using data from the National Survey of Early Care and Education (NSECE). The report also provides descriptive data for each of the selected predictors of quality.
Under the Improving Head Start for School Readiness Act of 2007, local Head Start and Early Head Start grantees are formally required to develop school readiness goals and evaluate children's progress toward these goals.
This brief, written by Child Trends and Mathematica Policy Research under contract with the HHS Office of Planning, Research and Evaluation, describes best practices for data collection, management, and dissemination.