This infographic summarizes key findings on children ages 3 through 5 years with disabilities in subsidized early learning and care in California. The data are from the Child Development Management Information System (CDMIS) from 2015 to 2019. Included in the analyses are children who participated in the California State Preschool Program, Alternative Payment, California State Preschool Full Day, California State Preschool Part Day, CalWORKS Stage 2, CalWORKS Stage 3, Family Child Care Home, General Child Care, General Migrant Care, Migrant Alternative Payment, and Severely Handicapped.
Nicholas Ortiz
SRI Author
Data Snapshot 2: Preschoolers Receiving Special Education: California and National Data (School Years 2011-12 to 2019-20)
This infographic summarizes key findings on where children ages 3 through 5 years with disabilities in California received their received special education services. The data are from the California Longitudinal Pupil Achievement Data System (CALPADS) from school years 2011–12 to 2019–20.
Study Poster: Exploring Inclusion Through Administrative Data: Challenges & Opportunities
Despite a focus on increasing inclusion in California, only 3% of preschoolers receiving subsidized care have disabilities. Moreover, the state is below the national average for the percentage of preschoolers with disabilities receiving services in inclusive settings. SRI has partnered with the California Department of Education in a study funded through a Child Care Policy Research Partnership (CCPRP) grant to identify strategies for increasing facilitators and decreasing barriers to the inclusion of preschoolers with disabilities in subsidized child care. Methods across the study include administrative data analysis, interviews with key informants, and community case studies.
This poster presents key findings from the analyses of administrative data about children ages 3 through 5 years with disabilities in subsidized care in California. The data are from:
The Child Development Management Information System (CDMIS) database, including children who participated in the California State Preschool Program, Alternative Payment, California State Preschool Full Day, California State Preschool Part Day, Calworks Stage 2, Calworks Stage 3, Family Child Care Home, General Child Care, General Migrant Care, Migrant Alternative Payment, and Severely Handicapped.
The California Longitudinal Pupil Achievement Data System (CALPADS) database, including all preschoolers with disabilities.
The poster also presents the challenges and opportunities identified through the data analyses and next steps in the study.
This study poster was presented at the Division for Early Childhood’s (DEC) 36th Annual International Conference on Young Children with Special Needs and Their Families in January 2021.
Using Data to Support Children and Families: The North Dakota Early Childhood Integrated Data System Strategic Plan
SRI developed this strategic plan for North Dakota to help guide the state’s partners in building community support and engagement for their early childhood integrated data system (ECIDS) and establish policies and procedures to bring together data from multiple sources. The strategic plan identifies relevant national lessons learned regarding ECIDS development and implementation in three capacity areas: organizational capacity, human capacity, and technical capacity. The plan then discusses a phased-in approach to how North Dakota state administrators can use its past work and national lessons to build the capacity needed to design and implement a functional and effective ECIDS that produces actionable information for its intended audience and users.
To develop this strategic plan, we analyzed documents, surveyed and interviewed program administrators, and developed implementation plans – specifically, a data governance plan that included a data governance charter, a data governance manual, and a stakeholder engagement plan.
This strategic plan is not a technical discovery document that outlines the technological needs or specifications for developing and maintaining an ECIDS. Rather, it focuses on North Dakota’s early childhood context – its need for an ECIDS, the landscape of early childhood programs and services available in North Dakota, the ways it could use an ECIDS, and its readiness and capacity for integrating data and how to build that capacity. It also includes recommendations for data governance and stakeholder engagement activities needed to effectively develop and implement an ECIDS.
How Measuring Your Preschool Child Outcomes Data Quality Can Lead to Data Use for Better Results
In this workshop presented at the 2020 National Association of State Directors of Special Education (NASDSE) Conference, national early childhood technical assistance providers discuss strategies and tools for states to measure and improve the quality of their preschool special education child outcomes data. The presentation highlights the considerations for equity when certain groups of data are of disproportionately low quality. Presenters also discuss considerations during data disruptions as a result of events like the COVID-19 pandemic.
