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Building and Using Coordinated State Early Care and Education Data Systems: A Framework for State Policymakers

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Title: Building and Using Coordinated State Early Care and Education Data Systems: A Framework for State Policymakers
Language: English
Authors: Early Childhood Data Collaborative (ECDC)
Source: Early Childhood Data Collaborative (NJ1). 2010.
Availability: Early Childhood Data Collaborative. e-mail: info@ecedata.org; Web site: http://www.ecedata.org
Peer Reviewed: N
Physical Description: PDF
Page Count: 20
Publication Date: 2010
Intended Audience: Policymakers
Document Type: Reports - Evaluative
Descriptors: Database Management Systems, Systems Building, Systems Development, Data, Early Childhood Education, Educational Policy, Fundamental Concepts, Capacity Building, Management Information Systems, Progress Monitoring, Early Experience, State Action, State Policy, Strategic Planning, Needs Assessment, Access to Information, Knowledge Management, Cooperative Programs, Partnerships in Education, Shared Resources and Services, Educational Needs
Abstract: State policymakers are increasingly focused on closing the achievement gap and preparing all students to succeed in school and in life. However, college and career readiness begins long before students enter high school or even a classroom. Differences in children's abilities appear as early as the first year of life, and research has shown that targeted interventions during the early childhood years can narrow the "school readiness gap." Accurate, timely and quality early care and education (ECE) data are necessary to inform policy decisions; guide the daily work of ECE professionals; and support coordination among ECE programs, the K-12 system, and other systems that serve young children and their families. To support state policymakers' efforts to build and use coordinated ECE data systems, seven national organizations established the Early Childhood Data Collaborative (ECDC). After identifying the critical policy questions confronting state policymakers, the ECDC identified 10 Fundamentals of coordinated state ECE data systems. The 10 ECE Fundamentals will increase the capacity of state policymakers and other stakeholders to answer critical questions about policy and practice, but that is only the beginning. To fully realize the potential of coordinated state ECE data systems, state policymakers need to establish policies, practices and structures that ensure appropriate access and help stakeholders use data effectively to guide decisionmaking. Early Childhood Data Collaborative Stakeholder Outreach is appended. (Contains 5 notes.)
Abstractor: ERIC
Entry Date: 2012
Accession Number: ED535312
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED535312
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  Data: Building and Using Coordinated State Early Care and Education Data Systems: A Framework for State Policymakers
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  Data: State policymakers are increasingly focused on closing the achievement gap and preparing all students to succeed in school and in life. However, college and career readiness begins long before students enter high school or even a classroom. Differences in children's abilities appear as early as the first year of life, and research has shown that targeted interventions during the early childhood years can narrow the "school readiness gap." Accurate, timely and quality early care and education (ECE) data are necessary to inform policy decisions; guide the daily work of ECE professionals; and support coordination among ECE programs, the K-12 system, and other systems that serve young children and their families. To support state policymakers' efforts to build and use coordinated ECE data systems, seven national organizations established the Early Childhood Data Collaborative (ECDC). After identifying the critical policy questions confronting state policymakers, the ECDC identified 10 Fundamentals of coordinated state ECE data systems. The 10 ECE Fundamentals will increase the capacity of state policymakers and other stakeholders to answer critical questions about policy and practice, but that is only the beginning. To fully realize the potential of coordinated state ECE data systems, state policymakers need to establish policies, practices and structures that ensure appropriate access and help stakeholders use data effectively to guide decisionmaking. Early Childhood Data Collaborative Stakeholder Outreach is appended. (Contains 5 notes.)
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      – Text: English
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      – SubjectFull: Database Management Systems
        Type: general
      – SubjectFull: Systems Building
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      – SubjectFull: Systems Development
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      – SubjectFull: Data
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Educational Policy
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      – SubjectFull: Fundamental Concepts
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      – SubjectFull: Management Information Systems
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      – SubjectFull: Progress Monitoring
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      – SubjectFull: Early Experience
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      – SubjectFull: State Action
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      – SubjectFull: Educational Needs
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      – TitleFull: Building and Using Coordinated State Early Care and Education Data Systems: A Framework for State Policymakers
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