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Minnesota School Readiness Report Card – Indicators of child, family, and system well-being Richard A. Chase, Ph.D. 3rd International Conference of the.

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Presentation on theme: "Minnesota School Readiness Report Card – Indicators of child, family, and system well-being Richard A. Chase, Ph.D. 3rd International Conference of the."— Presentation transcript:

1 Minnesota School Readiness Report Card – Indicators of child, family, and system well-being Richard A. Chase, Ph.D. 3rd International Conference of the International Society for Child Indicators July 27-29, 2011

2 Why focus on school readiness? Early experiences and environments shape brain development Achievement in 3 rd grade and long-term economic returns linked to early language and social-emotional development Goal in Minnesota: By 2020, all children start school fully prepared


4 How to focus use of data to empower and strengthen -- not diminish -- families and communities

5 Focus use on: Opportunity gaps, not achievement gaps Prosperity for all, not disparities Trends and systems that affect large numbers, not on individuals or groups Inspiring action, not sympathy Solving problems through policies and priorities, not fixing parents and children

6 Report card development process in MN Minnesota legislation directing the Early Childhood Advisory Council (ECAC) to make recommendations regarding report card tracking progress toward all children ready by 2020 Wilder Research reviewed research, compiling list of 100+ possible indicators, and rating them based on criteria for strength of indicator Feedback and input from ECAC committees, 5 national experts, 4 public comment sessions, and ECAC ECAC had final say

7 Comprehensive, starting early Most vulnerable State-level data Strong indicators -- valid, research-based, routinely- collected and available, policy-responsive, understandable Guiding principles for selecting indicators

8 Report card framework Child and family well-being outcomes Educational preparation Healthy development Supported families Accessible services and systems Health Early care and education Context Early childhood population profile Public program access and expenditures

9 Indicators associated with school readiness

10 Educational preparation Children demonstrating overall readiness at kindergarten entrance using Work Sampling System based on state proficiency standard Children demonstrating proficiency at kindergarten entrance in three domains: language and literacy, mathematical thinking, and personal and social development Children ages 3-5 with disabilities who improve their acquisition and use of knowledge and skills

11 Healthy development Up to date on immunizations by age 3 Reported abuse and neglect among children birth to age 5, by age Babies born at healthy birth weight

12 Supported families Children under age 6 living in families at various income intervals (e.g., 50%, 100%, 185%, 200% of poverty) New mothers who report frequent postpartum depressive symptoms Parents who participate regularly in school district or Head Start parenting education

13 Health services and systems Births where mother received adequate or better prenatal care Children birth to age 5, by age, who received all well-child check-ups (including an oral health exam)

14 Early care and education services and systems 3-year-old children who received an early childhood health and development screening Income-eligible children who participate in Early Head Start, Head Start, or School Readiness (reported separately) Eligible families with children under age 6 who receive child care subsidies Early care and education providers and programs with documented evidence as effective

15 Additional context measures

16 Early childhood population profile Births to teens by age (number and rate per 1,000) Babies born to mothers by various educational levels Children under 6 by family/household types and employment status of parents Children under 6 by race/ethnicity and nativity (born in US or foreign born) Children under age 6 who live in severely distressed localities

17 Public program access and expenditures Children under age 6 (duplicated) receiving various types of early childhood services Total state and federal (public) expenditures per child 0-5 Total state and federal (public) expenditures per enrolled child

18 Indicators wish list

19 Children entering kindergarten with undiagnosed hearing, vision or developmental problems that require treatment or special education services Children whose parents read to them 6 or 7 days of the week and other activities in the home that support early learning Early care and education use and settings, especially Family, Friend and Neighbor (FFN) care Actual cost-burden of child care to families, as a percent of annual income Wish list of education indicators

20 Wish list of health and family indicators Diet and nutrition information such as food insecurity (hunger) Neighborhood factors or social determinants of health, including social supports that promote family well-being Children under age 6 who live in households with severe or toxic stress

21 Wish list of other indicators Children not yet proficient in social-emotional development (dropped due to political issues) Informal, natural learning systems data on resilience, culture as factor that enhances assets and reduces risk

22 Basis for comprehensive state early childhood plan and for tracking progress Data to include in new state longitudinal data system Proposal to collect and report annually Annual convenings to mark progress and inspire action Current uses and next steps

23 Local and national research on indicators of school readiness FrameWorks Institute (2009). Framing Child Poverty by Telling a Development Story: A FrameWorks Institute Message Brief. Washington, DC: FrameWorks Institute. Getting Ready: Findings from the National School Readiness Indicators Initiative; A 17 State Partnership (Rhode Island KIDS COUNT, 2005) =Getting+Ready+-+Full+Report.pdf Indicators and Strategies for Minnesotas Early Childhood System (Wilder Research, 2008) Minnesota School Readiness Study: Development Assessment at Kindergarten Entrance (Minnesota Department of Education, Early Learning, 2010) 40 Developmental Assets for Early Childhood (Search Institute, 2005) Taking Stock: Assessing and Improving Early Childhood Learning and Program Quality (National Early Childhood Accountability Task Force, 2007) Neighborhoods and the Black-White Mobility Gap (Economic Mobility Project, 2009)

24 Local and national research on indicators of school readiness (continued) Using Data to Promote Collaboration in Local School Readiness Systems (The Urban Institute, 2010) State Approaches to School Readiness Assessment (National Conference of State Legislatures, 2010) Village Building and School Readiness: Closing Opportunity Gaps in a Diverse Society (State Early Childhood Policy Technical Assistance Network, 2007) Online indicator resources including Minnesota Compass ( National Survey of Childrens Health (, KIDS COUNT Data Center (, Child Trends Data Bank (, among others.

25 For more information please visit Richard A. Chase, Ph.D. Senior Research Manager 651-280-2706 Wilder Research 451 Lexington Parkway North Saint Paul, MN 55104

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