Presentation on theme: "Maryland Public Schools: #1 in the Nation AGAIN in 2010 Data Driven Decisions: Separating Fact from Fiction in Building Early Care and Education Systems."— Presentation transcript:
Maryland Public Schools: #1 in the Nation AGAIN in 2010 Data Driven Decisions: Separating Fact from Fiction in Building Early Care and Education Systems Alex Haley Farm, Clinton, TN August 25-27, 2010
Governor’s Office Governor’s Office of Children (GOC) Children’s Cabinet (Chair: Executive Director, GOC) (Education, Health, Juvenile Justice, Welfare, Aging, Disabilities) Maryland State Board of Education Maryland Early Childhood Advisory Council (Chair: State Superintendent of Schools) Maryland Early Childhood Advisory Council (Chair: State Superintendent of Schools)
Total - 371,956 ◦ Male - 192,056 (52%) ◦ Female - 179,900 (48%) POVERTY BY RACE/ETHNICITY, Children Under 5 At or above Poverty Level Below Poverty Level Below Poverty Level (%) White182,62714,8457% Black or African American88,34222,10620% Hispanic or Latino41,1667,47315% Asian18,1341,0555% Some other Race Alone15,3792,21312% Two or More Races18,1853,24815% DEMOGRAPHICS#% Total Number of Children Under Age 5371,956 White Alone199,10254% Black or African American Alone112,95330% American Indian and Alaska Native Alone1,0800% Asian Alone19,2265% Some other Race Alone17,7624% Two or More Races21,7965% SPECIAL POPULATIONSNumber% Hispanic or Latino49,69612% Infants/Toddlers13,8014% Preschool Special Education12,2033% Source: U.S. Census Bureau, 2008 American Community Survey 1-Year Estimates
Full-day kindergarten (2007) Prekindergarten for all “economically disadvantaged four-year olds” Licensed programs (centers and family child care, nursery schools, and Head Start) Maryland Infants and Toddlers and Preschool Special Education Family Support Centers (Birth to 3 years)
Program standards and early childhood accreditation Early learning standards (Prek–8 State Curriculum and Healthy Beginnings: Birth-3) and early childhood curriculum project Child care credentialing (career ladder, bonus, training and scholarships) Tiered Reimbursement (Quality Rating System) Resource and Referral Early Childhood Mental Health Consultation Head Start Collaboration Maryland Model for School Readiness (MMSR) Judy Center Partnerships Extended Individualized Family Service Plan (ISFP) Maryland Longitudinal Data System - (ECE component)
How do child care providers participating in the subsidy program compare to other providers in the State in terms of child care quality? Is there a significant association between child care subsidies and children’s school readiness upon entering Kindergarten? Is performance on the Maryland Model for School Readiness assessment (MMSR) predictive of Grade 3 high stakes testing (Reading and Math)?
Child Care Administrative Tracking System (CCATS) ◦ CCATS replaced the State’s legacy system in 2007. The Child Care Administration Information Management System (CCAMIS) had been in use since 1993. ◦ CCATS is a comprehensive data system that includes information related to child care licensing, child care subsidy, professional development, tiered reimbursement, and grants ◦ Information is linked throughout the system with the use of unique identifiers – Party ID, Case ID, Provider ID
Maryland Model for School Readiness (MMSR) Data System ◦ Developed in 2001 to capture information collected in each of the State’s local school systems on school readiness ◦ Information collected on 30 separate evaluation items grouped into seven areas (domains): ◦ For each indicator, a child receives a score of “needs improvement”, “in progress”, or “proficient” from a trained teacher Social and Personal Language and Literacy Mathematical Thinking Scientific Thinking Social Studies The Arts Physical Development and Health
MMSR Dataset (Kindergarten School Readiness) MSDE Licensing/ Credentialing Dataset Enhanced Administrative Data Files Resource & Referral Dataset Head Start Dataset Subsidy Dataset (all children paid in at least one month during the 12 months preceding entry into Kindergarten)
CHILD MMSR Record ID CCATS Enrollment ID Child Name Child ‘s Birth Date Student ID Provider ID Snapshot Date CHILD MMSR Record ID CCATS Enrollment ID Child Name Child ‘s Birth Date Student ID Provider ID Snapshot Date MD Model for School Readiness MMSR Record ID Student ID Child’s Birth Date CCATS Enrollment ID Readiness Test Date Test Result 1 Test Result 2 MD Model for School Readiness MMSR Record ID Student ID Child’s Birth Date CCATS Enrollment ID Readiness Test Date Test Result 1 Test Result 2 Longitudinal Data Sets Longitudinal Record ID Student ID MMSR Record ID Longitudinal Data Sets Longitudinal Record ID Student ID MMSR Record ID CCATS Child Care Administrative Tracking System CCATS Child Care Administrative Tracking System PROVIDER Provider ID Provider Name Provider Address PROVIDER Provider ID Provider Name Provider Address CREDENTIALING Credential ID Provider ID CREDENTIALING Credential ID Provider ID GRANTS Award ID Provider ID GRANTS Award ID Provider ID SUBSIDY Provider ID Child Name Child’s Birth Date SUBSIDY Provider ID Child Name Child’s Birth Date LICENSING Facility ID Provider ID LICENSING Facility ID Provider ID CHILD CCATS Enrollment ID Provider ID Child Name Child’s Birth Date Provider Name CHILD CCATS Enrollment ID Provider ID Child Name Child’s Birth Date Provider Name
MMSR Kindergarten Assessment and the Early Childhood Accountability System (ECAS) Management for Results (MFR) Maryland Longitudinal Data System Program evaluations
Children Receiving Free/Reduced School Lunch by Subsidy Status Percent of Children “Fully Ready” for School by MMSR Domain SubsidyNo Subsidy Total Composite Score65% Social Skills61%66% Language/Literacy56%51% Math60%57% Science47%46% Social Studies55%54% Art71%72% Health79% 2009-2010 Results
Summary of Findings ◦ MMSR performance predicted later MSA Math performance at 3 rd, 4 th, and 5 th grade (for the whole population as well as for all subgroups) ◦ MMSR performance predicted later MSA Reading performance at 3 rd, 4 th, and 5 th grade ◦ Comparisons across ethnic and income groups found: A greater proportion of Asian/Pacific Islanders, White, and Non-FARMS students who were Advanced on the MMSR later scored Advanced on both the Reading and Math MSA. A greater proportion of African American, Hispanic, American Indian, and FARMS students who were Basic on the MMSR later scored Basic on both the Reading and Math MSA.
Identifying Data Elements and How They Relate Throughout the Systems Bringing Information From Different Data System Structures Together Procurement Issues Funding
Visit Our Web-Site at: http://www.marylandpublicschools.org Division of Early Childhood Development Liz Kelley, MA Director Office of Child Care firstname.lastname@example.org