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“Improving Data, Improving Outcomes ” How Can Partnerships with Higher Education Help Your State Agency Use Early Childhood Data for Decision-Making ?. Robert L. Fischer, Ph.D., Claudia J. Coulton , Ph.D., & Seok-Joo Kim, Ph.D. Center on Urban Poverty & Community Development

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slide1

“Improving Data, Improving Outcomes”How Can Partnerships with Higher Education Help Your State Agency Use Early Childhood Data for Decision-Making?

Robert L. Fischer, Ph.D., Claudia J. Coulton, Ph.D., & Seok-Joo Kim, Ph.D.

Center on Urban Poverty & Community Development

Jack, Joseph and Morton Mandel School of Applied Social Sciences

Case Western Reserve University Cleveland, Ohio

September 16, 2013; Washington, DC

overview
Overview
  • State-wide resource in Ohio

(Ohio Educational Research Center)

  • Local data system in Cuyahoga County (Cleveland)
  • Leveraging existing data to answer new questions
  • Recommendations for pursuing this kind of work
overview1
Overview

Educational Data Projects from State to Local.

Implementation

Level

Area

Project

Researcher

Ohio

State

OERC

  • Education projects
  • Collaboration with partners

Cuyahoga

CHILD

system

  • Database for children
  • Geographic analyses

County

Cleveland

I. Health care

II. Homeless family

III. 3rd Grade reading*

*OERC project

Local

Projects

(examples)

state the oerc
State: The OERC

The Ohio Education Research Center (OERC), is a network of Ohio-based researchers and research institutions, that develops and implements a statewide, preschool-through-workforce research agenda to address critical issues of education practice and policy.

  • Provide timely and high quality evaluation & research products
  • Maintain a research data base
  • Bridge needs, research, practice & policy
  • Bring together resources to

improve access to knowledge

state the oerc1
State: The OERC

Current Projects

Teachers

&

Leaders

Standards /

Assess-

ments

Ohio Education

Research Center

Future-Ready

Students

STEM

Education

Initiatives

Improve-

ment &

Innovation

Improving

with

Data

Investigating the pathway to proficiency from Birth through 3rd grade

Cleveland, OH

State

Success

Factors

Early

Childhood

Education

Cleveland, Ohio

county child system
County: CHILD system

The Need for Integrated Data.

  • Data helps inform our understanding of the early childhood system
  • Individuals and families interact with multiple systems and services, so integrated data offers a more complete view of reality [“Big Data”]
  • Understanding of how systems work and how to better meet existing needs can be informed by integrated data
  • Service models emphasize long term and collective impact, so data needed across services and over time
county child system1
County: CHILD system

Concept.

Birth

Cert.

Child

Medical

Data

  • Teen births
  • Low weight birth
  • Infant mortality
  • Elevated Blood Lead

ID1

ID2

Public

School

Public

Assists

  • ChildHood Integrated
  • Longitudinal Data
  • (CHILD) System

ID3

ID6

  • Common
  • ID
  • Attendance
  • KRA-L
  • Proficiency test
  • Graduation test
  • Disability
  • Medicaid
  • Food Stamp
  • TANF
  • Child care voucher

ID4

ID5

Child

Maltreat

ment

Services

  • Home visiting
  • Special needs child care
  • Early childhood mental health
  • Universal pre-k
  • Abuse/neglect reports
  • Involvement with ongoing services
county child system2
County: CHILD system

Structure.

Data files-Births, Home Visiting, DCFS, UPK,

KRA-L, Medicaid, etc.

REPORTS

Time Trends

e.g. Total Children Served by birth cohort

Geocode & Standardize

Geographic

E.g. % LBW births receiving ongoing home visits by neighborhood

Longitudinal Master Files for Each Data Source

Profiles

E.g. Birth characteristics & service use for children entering kindergarten

IDS Register-includes ID#’s, names, addresses, DOB, etc.

Updated IDS Register-includes ID#’s, names, addresses, DOB, etc.

Match New Records to IDS Register

Outcomes

E.g. Kindergarten Readiness Scores among children in UPK program

data influence examples
Data Influence Examples
  • More children have access to health care via public insurance, but are they using it?
  • How are homeless families involved with child welfare services?
  • What children will be most impacted by the State’s 3rd Grade reading Guarantee?
local example i child health
Local Example I: Child Health

Summary.

  • Dramatic increase in health insurance coverage for children ages 0-6 in the county: Hooray!
  • But only 43% of children get all the recommended well-child visits in the first year of life: Oh no!
  • Data show that 49% of these families were involved with supportive services close to birth, so we can use that connection to reach families: Hooray!
  • But wait, due to data lags and coordination issues, outreach would happen too late to have an effect: Oh, no!
  • A preventive approach could be adopted by having dedicated staff at clinics reach out to families…
  • Result
    • Medical Home Pilot launched at two health clinics; 86% of families completed scheduled well-child visits, double the rate for children born on Medicaid in Cuyahoga County; one clinic has integrated the model into care with 9 patient advocates serving the needs of families with infants
local example ii homeless families
Local Example II: Homeless Families

Summary.

  • County undertaking social impact bond approach to social services
    • Fund preventive services that pay for themselves through lower use of later high-cost services
  • Focus on homeless families who are also involved with child welfare services
    • High-costs associated with of out-of-home placements and shelter stays
  • Found that 30% of women in shelter had children involved with welfare agency
    • 52% of these women had no children with them in shelter
    • 25% of their children were in a foster care placement
  • County developing strategies to intervene with mothers before they become homeless and to intervene when mothers enter shelters
example iii 3 rd grade reading
Example III: 3rd Grade Reading

Study Significance.

  • Importance of early childhood exposures
      • Early exposure to stressful circumstances, environmental hazards, and less than optimal early learning environments negatively and persistently affect early development.
  • Usefulness of longitudinal data
  • State adopted ‘3rd Grade reading Guarantee’ to ensure that students pass reading proficiency test before advancing beyond 3rdgrade
  • Districts can project how many of their students will be held back when the policy is implemented
  • What is less understood is
      • What early childhood factors best predict the students who will be impacted by this policy?
      • What early childhood interventions appear to lessen the odds a child will not attain third grade reading proficiency?
example iii 3 rd grade reading1
Example III: 3rd Grade Reading

Cohort Design.

Year

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

B

K

3rd

Cohort 1

Collected

Cohort 2

B

K

3rd

Cohort 3

B

K

3rd

Recently

collected

Will be

collected

Cohort 4

B

K

3rd

example iii 3 rd grade reading2
Example III: 3rd Grade Reading

Conceptual model

  • Abuse/Neglect
  • Out-of-home placement
  • Access to
  • well-child care
  • Newborn home visit
  • Help Me Grow
  • Mom’s First
  • Out-of-home
  • child care

Child

Welfare

Medical

Home

Visits

Child

Care

K-3 Outcomes

Birth

K

3rd

1st

  • Birth weight
  • Maternal risk
  • Housing distress
  • KRA-L
  • STAR
  • STAR Early Literacy
  • NWEA MAP
  • OAA
  • Benchmark Assessments

Family

Economic

Nhood /

Residence

Pre-K

  • Cash assist/ Poverty
  • Food insecurity
  • Public preschool
  • Universal Pre-K Pilot
  • Nhood condition
  • Housing distress
  • Residential instability
example iii 3 rd grade reading3
Example III: 3rd Grade Reading

Current Process

  • Sample (N=3,679): Children who took KRA-L in 2007 & 2008 and 3rd grade proficiency test in 2010 & 2011 in Cleveland Metropolitan School District, OH.
  • Sample and variables will be updated.
example iii 3 rd grade reading4
Example III: 3rd Grade Reading

Implications.

  • Collaboration with Cleveland Metropolitan School District
    • Data Sharing
    • Uses
    • Building profiles
    • Community collaborative planning
    • Risk factor reduction
  • Helpful to establish educational planning; especially schools with large numbers of disadvantaged students
  • Understand challenges for 3rd grade guarantee
discussion
Discussion

Data into Practice

Observations…

  • Data don’t make policy… People with data make policy
  • Policy shapes research
  • Everyone wants outcomes… few want to pay for them (or pay very much)
  • Great divides need to be bridged in terms of institutional practice and philosophy
discussion1
Discussion

Ongoing Challenges for Integrated Data.

  • Data inclusion decisions
    • Relevance
    • Continuity
    • Correct geography
  • Data usage issues
    • Data access
    • Data quality
    • Data linkage
discussion2
Discussion

Recommendations.

  • Identify what data exist and in what form it exists; consider partnering with universities in this work
  • Become familiar with relevant federal and state laws and policies regarding data sharing/use
  • Convene interested parties – data holders and data users – to discuss the opportunities to learn from integrated data
  • Pilot data matching procedures to demonstrate how specific questions can be answered
discussion3
Discussion

Funding Prospects.

  • Institute of Education Sciences has funding work to integrate data related to young children
  • US Department of Education Race to the Top funds can be used for longitudinal data systems using integrated data
  • Various federal funding opportunities exist for studies that could develop and draw on integrated data systems
  • MacArthur Foundation very interested in use of integrated data
slide24

State

Thank you!

Q / A

County

Local

Contact Information: Robert Fischer, Ph.D. (fischer@case.edu)

Resources

Ohio Education Research Center: http://oerc.osu.edu/

Center on Urban Poverty & Community Development: http://povertycenter.case.edu/

NEO CANDO: http://neocando.case.edu/