The State of State Pre-K Data Systems

Across states, there is a wide range of pre-K data that states collect and variation in how data systems are set up, including connections to data collected by other agencies. Earlier this year, I interviewed state pre-K leaders to understand why that is and how that impacts their work. Turns out, the different programs that make up the statewide pre-K landscape may have been implemented in different phases over time, and the subsequent data collection processes and infrastructure for each program often result in varying levels of insight at the child, program, and workforce levels. The video below highlights how better, more integrated pre-K data systems can lead to improved outcomes for children.

A new report provides a deeper look at the current state of data systems for state-funded pre-K programs. Unsurprisingly, there is variation in states’ pre-K data capacities, impacting their ability to use data to understand access, experiences, and outcomes for two populations that interact with the pre-K system the most—families and the workforce. Moreover, despite data being shared with external stakeholders, used for monitoring and compliance purposes, or used to inform funding needs, state pre-K administrators reported concerns with the quality of the data collected.

The Data Capacity of State-Funded Pre-K Programs Across the United States, released by the Early Childhood Data Collaborative (ECDC) at Child Trends, surveyed state pre-K administrators to understand what information they can access about their state-funded pre-K programs, how they feel about the quality of the information collected, and how that information is used, stored, and linked. Access was defined as data collected, or data that is available upon request, by a state agency. The report summarizes data from 43 states, with direct responses from pre-K administrators in 35 states and secondary data from eight additional states.

States generally collected minimal information that could be useful for learning about family pre-K experiences, such as families’ reasons for choosing or leaving a program, and less than one-third of states reported using data for the purpose of identifying subgroup differences in family pre-K experiences. Data that could be used to plan and provide language access services tailored to community needs are uncommon, such as the provision of services in languages other than English and languages spoken by staff members. To build a more equitable pre-K system, state administrators should gather information to understand how and whether pre-K programs engage families in decision-making processes. Of the 36 states with access to system-level data, only six states (17 percent) could report on family involvement in program leadership and decision-making activities and family feedback on pre-K programming.

Along with families, workforce members represent another population that is integral to the pre-K system. Nearly three-quarters of states had access to information about workforce characteristics such as level of education, role, program location, and credentials or certifications, and 20 out of 35 states (57 percent) reported using data to inform policies related to workforce needs. While these data may be sufficient for some workforce initiatives, more information about ongoing professional development and the total compensation package including benefits could inform the development of policy solutions that adequately address some of the biggest drivers of the workforce shortage, such as low compensation. Currently, less than 6 states have access to information about health insurance, retirement plans, and paid vacation and sick leave policies.

Data quality issues were the most cited barrier to accessing, analyzing, or using data. Data also tend to be stored across multiple databases, sometimes across multiple agencies. At the same time, state leaders work with what they have so that pre-K programs can continue operating. And, we must keep in mind the current demands placed on educators and program leaders who are responsible for collecting data and the adequate training, technology, and support that should be provided with any new efforts.

How, then, can state administrators start to make a shift to collect and use data centered around the needs of children, families, and the workforce? Soon, ECDC will release a set of resources to help leaders identify and address gaps in data systems and collection processes so that the data gathered can answer key questions about how to equitably serve these populations. You can click here to learn more.