Data for Action is a powerful policymaking tool to drive state policymakers to use data in decision making. It is a series of analyses that provides transparency about state progress and key priorities they need to take to collect and use longitudinal data to improve student success.
ECDC’s State Analysis of Early Care and Education measures the progress of 48 states, the District of Columbia, and Virgin Islands toward implementing the 10 Fundamentals of Coordinated State Early Care and Education Data Systems. In 2010, the ECDC piloted its state analysis to provide baseline information. In future years, the ECDC will determine if states meets specific criteria to receive “credit” for implementing each of the 10 ECE Fundamentals.
Of the four domains of services and supports that are fundamental to early child growth and development—health, early intervention programs, family supports and services—this framework focuses on the ECE domain and the following programs:
For this inaugural state analysis, the ECDC only analyzed state-funded Head Start/Early Head Start (HS/EHS) because it is unclear the extent to which states can collect data about federally-funded HS/EHS programs as local programs receive funding directly from the federal government with little to no state involvement. In future years, the ECDC will include federally-funded HS/EHS programs in its state analysis.
The information is self-reported by states (primarily the State Advisory Council staff person) on their ability to collect and use coordinated state ECE data, and each state is given the opportunity to confirm the state analysis results.
Questions and comments about the ECDC’s State Analysis of Early Care and Education should be directed to Carlise King at CKing@ChildTrends.org or (240) 223-9329.