Update on Child Outcomes for Early Childhood Special Education Lynne Kahn ECO at UNC The Early Childhood Outcomes (ECO) Center The National Association of State Directors of Special Education (NASDSE) June 2011 Kathy Hebbeler ECO at SRI International

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 2 Early Childhood Outcomes Center

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 3 Early Childhood Outcomes Center

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 4 Early Childhood Outcomes Center 3 outcomes x 5 “measures” = 15 numbers

The Summary Statements 1.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 6 years of age or exited the program. 2.The percent of children who were functioning within age expectations in each outcome by the time they turned 6 years of age or exited the program. 6Early Childhood Outcomes Center

State Approaches to Outcomes Data Approach Part C (56 states/jurisdictions) Preschool (59 states/jurisdictions) COS 7 pt. scale 41/56 (73%)37/59 (63%) One tool statewide 7/56 (13%)9/59 (15%) Publishers’ online analysis 3/56 (5%)6/59 (10%) Other5/56 (9%)7/59 (12%)

Early Childhood Outcomes Center8 Note: Based on 33 States with highest quality data

Early Childhood Outcomes Center9 Note : Based on 33 States with highest quality data

Criteria for States with Quality Data 1.Low percentage of missing data 2.No odd patterns in “a” or “e” categories 10 Early Childhood Outcomes Center

Calculating Missing Data for 619 Proxy for missing data = Number with data for B7/ Child count 11 Early Childhood Outcomes Center Do not expect this number to be 100%..but we don’t expect it to be 10% either

Percent of Child Count included in Outcomes Data for ECSE <10= 11* %= %= %= % =1 >50% = <10= 6* %= %= %= % =4 >50%= 0 *4 States are sampling for 619

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. 13 Early Childhood Outcomes Center

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Criteria for States with Quality Data 1.State reported data for B7 on at least 12% of the state’s child count. –10 states did not meet this criteria 2.No outcome reported as 10% or higher for “a” and no outcome reported as 65% or higher for “e.” –6 states did not meet this criteria 3.Also, 4 states are sampling and 2 states did not report data 15 Early Childhood Outcomes Center

Can we trust these data? 16 Early Childhood Outcomes Center

Pattern checking for validity Checking across years –How do the compare to the data for ? Checking across methods –How do the data for all states compare to states with highest quality data? 17 Early Childhood Outcomes Center

Part B Preschool: Social Relationships

Part B Preschool: Knowledge and Skills

Part B Preschool: Meets Needs

What to these data tell us? Nationally, a high proportion of children who receive early childhood special education 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. 21Early Childhood Outcomes Center

Should your state 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 22Early Childhood Outcomes Center

Additional information For information on improving data quality and using data for program improvement 23 Early Childhood Outcomes Center Measuring and Improving Child and Family Outcomes Conference, September 18-21, 2011 in New Orleans, LA