Growing state momentum; increased federal support, including the State Advisory Councils’ specific focus on data systems development; and nationwide interest in using data for continuous improvement make this the ideal time for states to build and use coordinated state ECE data systems. As states implement the 10 ECE Fundamentals and make new efforts to improve access and promote use of data, there is great potential for recognizable benefits for ECE programs and professionals, as well as for children, families and communities.
Program quality. State and local program managers will receive timely, accurate and ongoing feedback on the performance of programs in relation to their quality standards — and will be able to identify and adapt strategies and practices from the highest-performing providers to improve all programs across the state.
ECE workforce quality. Higher education institutions, state legislators and other leaders will have information on the supply and demand for ECE staff members; a comprehensive picture of professional development opportunities and investments; and an understanding of how well these supports are working to attract, retain and develop an ECE workforce that can help parents prepare every young child for success in school and in life.
Access to high-quality programs. Policymakers and advocates will have a detailed picture of the distribution of the quality of services across neighborhoods, communities and regions of their state and accessible data systems that answer questions such as those about the availability of high-quality programs for infants and toddlers or young English language learners.
Child outcomes. ECE educators will draw on rich, cumulative information on children’s strengths and progress in all areas of their development and use this information to plan and adjust curricula, learning experiences and family engagement efforts.