Early childhood education (ECE) programs are diverse, encompassing various settings like child care centers, home visiting services, and Head Start. To effectively assess and improve these programs, policymakers and stakeholders need comprehensive data. A critical component of this data ecosystem is program-level data. But what exactly is it, and why is it so important?
Program-level data in child care refers to information collected about the characteristics and operations of early childhood programs themselves. This includes a wide range of details that describe the program’s features, services, and context. Examples of program-level data include:
- Program Type and Setting: Is it a center-based program, family child care, home visiting, or Head Start? Where is it located (urban, rural)?
- Program Characteristics: What is the program’s capacity, class sizes, and staff-to-child ratios? What are the program’s operating hours and schedule?
- Services Offered: Does the program offer full-day or part-day care? Are there specialized services for children with disabilities or dual language learners? What types of meals and snacks are provided?
- Quality and Accreditation: Is the program accredited by a national or state body? What are the program’s quality ratings based on observation tools or quality rating and improvement systems (QRIS)?
- Funding and Resources: What are the program’s funding sources? What is the program’s budget and expenditure? What resources are available to the program, such as professional development for staff?
Understanding program-level data is crucial because it provides context for interpreting child and family outcomes. As highlighted in the 2018 Early Childhood Data Collaborative (ECDC) survey, linking program-level data with child-level data (information about individual children) and workforce-level data (information about ECE staff) is essential for a comprehensive understanding of the ECE landscape. This linkage allows for analysis of how program characteristics relate to child development and outcomes, as well as workforce stability and quality.
The ECDC survey revealed key gaps in states’ abilities to link program-level data. Notably, home visiting and federally funded Head Start programs were less likely to be linked compared to other ECE programs. Furthermore, data on program site quality were more frequently linked than data on workforce conditions or structural standards. The survey also indicated that states were least likely to link workforce-level data relative to program- and child-level data.
These findings underscore the need for improved data systems that prioritize the collection and linkage of program-level data. Without a clear picture of program characteristics and operations, policymakers lack the comprehensive data needed to effectively assess early childhood policies, understand program effectiveness, and make informed decisions to improve the quality and accessibility of child care services. By strengthening our understanding of program-level data, we can better support young children and families through effective and well-informed early childhood systems.
