The Results are In: Using Early Childhood Outcome Data

1. The Results are In:  Using Early Childhood Outcome Data Kathy Hebbeler Early Childhood Outcomes Center at SRI International August, 2011

2. What we will cover • Quick review of the reporting requirement and state approaches • Share the national data • Describe how the national data were computed • Discuss the quality of the national data • Discuss the meaning of the numbers • Framework and self-assessment (maybe…) Early Childhood Outcomes Center

3. OSEP Reporting Requirements: Child Outcomes • Positive social emotional skills (including positive social relationships) • Acquisition and use of knowledge and skills (including early language/ communication [and early literacy]) • Use of appropriate behaviors to meet their needs Early Childhood Outcomes Center

4. OSEP Reporting Categories Percentage of children who: a. Did not improve functioning b. Improved functioning, but not sufficient to move nearer to functioning comparable to same-aged peers c. Improved functioning to a level nearer to same-aged peers but did not reach it d. Improved functioning to reach a level comparable to same-aged peers e. Maintained functioning at a level comparable to same-aged peers 3 outcomes x 5 “measures” = 15 numbers Early Childhood Outcomes Center

6. The Summary Statements • Of those children who entered the program below age expectations in each outcome, the percent who substantially increased their rate of growth by the time they turned 3 years of age or exited the program. • The percent of children who were functioning within age expectations in each outcome by the time they turned 3 years of age or exited the program. Early Childhood Outcomes Center

7. State Approaches to Outcomes Data

8. Note: Based on 29 States with highest quality data Early Childhood Outcomes Center

9. Note: Based on 29 States with highest quality data Early Childhood Outcomes Center

10. Note: Based on 33 States with highest quality data Early Childhood Outcomes Center

11. Note: Based on 33 States with highest quality data Early Childhood Outcomes Center

12. Criteria for States with Quality Data • Low percentage of missing data • No odd patterns in “a” or “e” categories • Did not use questionable data collection methods Early Childhood Outcomes Center

13. Calculating Missing Data for Part C Proxy for missing data = Number with data for C3/ Exiting Data (618) • Do not expect this number to be 100% • ..but we don’t expect it to be 10% either Early Childhood Outcomes Center

14. Part C: Percent of Exiters included in Outcomes Data 08-09 <10% = 10* 10- 20% = 4 20- 30% = 8 30- 40% = 11 40- 50% = 8 50- 60% = 8 60- 70% = 4 70- 80% = 2 >80% = 1 *3 states are sampling for Part C. Excluded states with <28%. 09-10 <10% = 5* 10- 20% = 4 20- 30% = 6 30- 40% = 8 40- 50% = 5 50- 60% = 11 60- 70% = 9 70- 80% = 1 >80% = 0

15. Calculating Missing Data for 619 Proxy for missing data = Number with data for B7/ Child count • Do not expect this number to be 100% • ..but we don’t expect it to be 10% either

16. Percent of Child Count included in Outcomes Data for ECSE 08-09 <10= 11* 10- 20%= 15 20- 30%= 12 30- 40%= 12 40-50% =1 >50% = 2 *4 States are sampling for 619 Excluded states with <12% of child count 09-10 <10= 6* 10- 20%= 11 20- 30%= 12 30- 40%= 16 40-50% =4 >50%= 0

17. Problem with Missing Data • We don’t know how well the data the state has represent the entire state. • If the data are representative, the percentages for the a to e Progress Categories and the Summary Statements won’t change as data are added on more children. Early Childhood Outcomes Center

18. Exclusion criteria: a<10% in any outcomes e<65% in any outcomes Early Childhood Outcomes Center

19. Can we trust these data? Early Childhood Outcomes Center

20. Pattern checking for validity • Checking across years • How do the 2009-10 compare to the data for 2008-09? • Checking across methods • How do the data for all states compare to states with highest quality data? Early Childhood Outcomes Center

21. Part C, Outcome A: Social Relationships

22. Part C, Outcome B: Knowledge and Skills

23. Part C, Outcome C: Meets Needs

24. Part B Preschool: Social Relationships

25. Part B Preschool: Knowledge and Skills

26. Part B Preschool: Meets Needs

27. Part C

28. Part C

29. What to these data tell us? • Nationally, a high proportion of children who receive Part C and ECSE services are showing greater than expected progress • Nationally, many (over half) are exiting the program functioning like same age peers in at least one of the outcomes. Early Childhood Outcomes Center

30. Should your state’s data look like the national data? • Probably not • More important that each state continue to focus on the quality of its own data • Getting outcomes data on all children who exit • Working with programs whose data look unusual to address possible data quality issues Early Childhood Outcomes Center

31. Supporting States in Building a Child Outcomes Measurement System

32. Framework and Self-Assessment • Framework • Set of components and quality indicators • Provides the structure for the self-assessment • Self-assessment • Scale that provides criteria for levels of implementation within each quality indicator • Rating assigned based on level of implementation within each indicator Early Childhood Outcomes Center

33. Purpose of the Self Assessment • Assist states in setting priorities for improving their COMS • Provide information to assist states in advocating for resources for systems development • Provide guidance to states on what constitutes a high quality child outcomes measurement system. Early Childhood Outcomes Center

34. Early Childhood Outcomes Center

35. Additional information For information on improving data quality and using data for program improvement www.the-eco-center.org Measuring and Improving Child and Family Outcomes Conference September 18-21, 2011 New Orleans, LA Early Childhood Outcomes Center