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State Activities in Measuring Child Outcomes

This presentation by Lynne Kahn, Donna Spiker, Melissa Raspa, and Kathleen Hebbeler at the International Society on Early Intervention in May 2011 explores how states have responded to the requirement to report child outcomes data. It highlights the importance of stakeholder involvement, existing data utilization, and the establishment of values for effective data collection. The talk outlines strategies for improving assessment quality, including training and supervision, and focuses on the progress of children's functioning in relation to age expectations across various states.

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State Activities in Measuring Child Outcomes

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  1. State Activities in Measuring Child Outcomes Lynne Kahn, Donna Spiker, Melissa Raspa, & Kathleen Hebbeler ECO Center Presented at: International Society on Early Intervention (ISEI) New York City, May 2011

  2. How states responded to the requirement to report outcomes data • Involved stakeholders to • Consider existing data being collected on children • Established values and principles for their data collection • Chose an approach that matched context and values Early Childhood Outcomes Center

  3. State Approaches to Measuring Child Outcomes

  4. To Collect Quality Data • Provided training and TA to improve the quality of assessment data (and the use of the COSF) • Established supervision and quality assurance strategies • Built outcomes into monitoring procedures • Adapted data systems or strategies to collect and analyze outcomes data Early Childhood Outcomes Center

  5. Reporting on Child Progress Early Childhood Outcomes Center

  6. Part C Outcomes: All states, weighted by child count 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 Early Childhood Outcomes Center

  7. Part C Outcomes: 29 States w/ quality data weighted by child count Social relationships Knowledge and skills Meets needs Early Childhood Outcomes Center

  8. Part C: Percent of children moving closer to age expectations Early Childhood Outcomes Center

  9. Part C: Percent of children exiting at age expectations Early Childhood Outcomes Center

  10. ECSE Preschool Outcomes: All states, weighted by child count 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 Early Childhood Outcomes Center

  11. ECSE Preschool Outcomes: 33 States w/ quality data weighted by child count Social relationships Knowledge and skills Meets needs Early Childhood Outcomes Center

  12. ECSE Preschool: Percent of children moving closer to age expectations Early Childhood Outcomes Center

  13. ECSE Preschool : Percent of children exiting at age expectations Early Childhood Outcomes Center

  14. Summary: National Picture • Part C and Part B Preschool have gone from having no data in 2003 to 4 years worth of data by 2011. • There are still issues with the data but it continues to improve because of state diligence. • No other national early childhood program has this kind of information. • No other program in the U.S. Department of Education has this kind of information. Early Childhood Outcomes Center

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