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P-3 Data SystemsSelected Research & Readings
What States Are Doing
Selected Research & Readings

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Data Collection and Use in Early Childhood Education Programs: Evidence from the Northeast Region - State and federal agencies increasingly require early childhood education leaders to collect and use data within their programs. This brief found internal and external systems were in use to collect data on outcomes, time children spent in programs and classroom quality. While they provided outcomes data to parents, some had concerns about effective strategies for communicating findings. Preschools reported collecting sufficient data and generally don't want to collect more. (Jacqueline Zweig, et al., REL-Northeast & Islands, April 2015)...

Early Childhood Data Systems: Putting Data to Work - As the brave new world of longitudinal data systems races ahead, REL Mid-Atlantic convened a work group of personnel from Delaware, Maryland, New Jersey, Pennsylvania and the District of Columbia to share data system problems and creative solutions. This brief explores their goals in amassing early childhood data: discovering what services are needed and where, addressing inequities, fostering and monitoring program integrity, identifying duplication of services, connecting information silos, understanding how state services and supports can improve child outcomes. (Philip Sirinides and Ryan Fink, REL Mid-Atlantic, March 2014) ...

Workforce Information: A Critical Component of Coordinated State Early Care and Education Systems - Researchers from the Center for the Study of Child Care Employment discuss challenges that result from states having multiple data systems to capture information about their early childhood workforce. The paper describes the three major statewide workforce databases: those states develop on their own as part of the National Registry Alliance (TNRA), those managed by the T.E.A.C.H. Early Childhood scholarship and wage enhancement program and those developed by the National Association of Child Care Resource and Referral Agencies. (March 2011)...

10 Fundamentals of Coordinated State Early Care and Education Data Systems: Inaugural State Analysis - This report is a first-ever analysis of states' progress toward building and using early care and education (ECE) data systems. The report tracked the extent to which each state has put in place the Early Childhood Data Collaborative’s 10 Fundamentals of Coordinated State ECE Data Systems to help all stakeholders more effectively use data to inform decision-making processes and improve program performance. (Early Childhood Data Collaborative, Data Quality Campaign, March 2011)...

Breaking New Ground: Data Systems Transform Family Engagement in Education - The Harvard Family Research Project and the PTA released a brief calling for more and better use of data to promote families’ engagement in their children’s learning, from early childhood through high school. By providing parents with timely access to data about children’s learning and development that are easy to understand and translate readily into action, educators can integrate family engagement meaningfully into the teaching and learning process. Teachers can have richer discussions with parents during conferences and family members can make more informed decisions at home about how best to support their children. (Harvard Family Research Project, January 2011)...

A Look at Pennsylvania’s Early Childhood Data System - This case study from the National Conference of State Legislature showcases Pennsylvania’s Early Learning Network, the state’s early childhood data system, one of the more advanced in the country. (Jennifer Stedron, National Conference of State Legislatures, 2010)...

Many Missing Pieces: A Frank Discussion about Early Childhood Data and State Longitudinal Data Systems - This brief from the New America Foundation makes the case for the importance of developing effective early childhood data systems and discusses major challenges for states, including ensuring data quality and coordinating efforts among the array of agencies that typically oversee a state’s early childhood programs. (Laura Bornfreund and Maggie Severns, New America Foundation, October 2010)...

A Look at Maryland’s Early Childhood Data System - This case study describes Maryland’s early childhood data system, which includes two components: One collects program and workforce data from the state's licensed child care programs that serve young children, and a second one tracks all children's school performance and demographic data throughout their P-12 career, beginning with their school readiness measures. (Jennifer Stedron, National Conference of State Legislatures, September 2010)...

Building and Using Coordinated State Early Care and Education Data Systems: A Framework for State Policymakers - In consultation with an early childhood data advisory group, and with feedback from early childhood stakeholder groups, the Early Childhood Data Collaborative developed a framework that: (1) articulates principles for developing state ECE (early care and education) data systems that enable continuous improvement and answer states’ critical policy questions;(2) identifies the 10 ECE Fundamentals that provide the foundation for coordinated ECE data systems; (3) and provides guidance to state policymakers to ensure appropriate data access and use while protecting privacy and keeping data secure. (Early Childhood Data Collaborative, Data Quality Campaign, August 2010)...

Getting Started: 10 Fundamentals of Coordinated State Early Care and Education Data Systems - Transforming data systems so that they are improvement driven, coordinated and longitudinal lays the groundwork for coordinated state early care and education data systems. The 10 fundamentals outlined in this report provide the foundation for answering the critical questions that policymakers seek to answer. (The Early Childhood Data Collaborative, August 2010)...

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