Using Cross-Sector Data to Support Early Childhood Development
Project Description
Prenatal and early childhood experiences have a significant impact on children’s development and their educational trajectory (Currie & Almond, 2011). Providing support and early intervention for families with young children can promote healthy child development, reducing the need for later interventions and increasing the likelihood of self-sufficiency in adulthood (Bradbury et al., 2012, Penn, 2011). However, there is limited evidence connecting public investments in children on school readiness and early grade outcomes using publicly available data in the state administrative system. This project aims to strengthen understanding of how longitudinal and cross-sector data can inform policy and evidence-based decision making in North Carolina.
The goal of this cross-sector project is to understand how early childhood education, health, and social services relate to academic achievement and engagement in kindergarten to third grade.
Partnership
This project was initiated through the Informed Decision-Making Collaborative (IDMC) initiative, led by the Hunt Institute in collaboration with the Office of the Governor and the Government Data Analytics Center in North Carolina. With funding from the North Carolina Office of State Budget and Management (OSBM), we collaborated with North Carolina’s Department of Public Instruction (DPI) and the Department of Health and Human Services (DHHS) to address the following research questions:
Research Questions
What is the prevalence of children in kindergarten to third grade who participated in state early childhood programs (i.e., NC PreK, Subsidized Child Care, IDEA B, and IDEA C) prior to and during elementary school? How does service access and participation vary by geographic region or by demographic characters such as race, income, and language learner status?
Using available poverty and hardship measures, what is the prevalence of eligible children who were not enrolled in state early childhood programs? How do gaps in service access or participation vary across the state and by demographic groups? How do gaps in service relate to learning and engagement in school?
Does participation in early childhood programs mitigate the risk of not being on grade level in early elementary school? Does the relationship between early childhood programs and school outcomes vary based on enrollment in multiple services? Are there any clear complementarities or opportunities related to multi-service enrollment?
What is the relationship between enrollment in subsidized childcare and school outcomes?
What is the relationship between enrollment in NCpreK and school outcomes, such as reading on grade level at kindergarten entry and as they progress through school?
Are there added benefits for children who enrolled in both subsidized childcare programming and NCpreK?
Do early elementary outcomes differ for children who received early intervention infant-toddler support through IDEA Part C? Are there added benefits for children who also enrolled in NCpreK?
To what extent does access to and enrollment in early childhood services and programs appear to weaken the correlation between a locale’s level of vulnerability and early elementary outcomes?
Does the relationship between early childhood programs and school outcomes vary based on the timing of enrollment in early childhood?
Does the relationship between early intervention (IDEA) services vary based on the timing of enrollment, type of service, amount of service?
Does enrollment in support programs, such as TANF and FNS, relate to engagement and learning in school? Household stability for children in early elementary?