maryland public schools: #1 in the nation again in 2010 data driven decisions: separating fact from...
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, TNAugust 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 (%)
White 182,627 14,845 7%
Black or African American 88,342 22,106 20%
Hispanic or Latino 41,166 7,473 15%
Asian 18,134 1,055 5%
Some other Race Alone 15,379 2,213 12%
Two or More Races 18,185 3,248 15%
DEMOGRAPHICS # %
Total Number of Children Under Age 5 371,956
White Alone 199,102 54%
Black or African American Alone 112,953 30%
American Indian and Alaska Native Alone 1,080 0%
Asian Alone 19,226 5%
Some other Race Alone 17,762 4%
Two or More Races 21,796 5%
SPECIAL POPULATIONS Number %
Hispanic or Latino 49,696 12%
Infants/Toddlers 13,801 4%
Preschool Special Education 12,203 3%
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)
CHILDMMSR Record ID
CCATS Enrollment ID
Child NameChild ‘s Birth DateStudent IDProvider ID• Snapshot Date
MD Model for School Readiness
MMSR Record IDStudent IDChild’s Birth DateCCATS Enrollment ID• Readiness Test Date• Test Result 1• Test Result 2
Longitudinal Data Sets
Longitudinal Record ID
Student IDMMSR Record ID
CCATSChild Care Administrative
Tracking SystemPROVIDERProvider ID
Provider Name• Provider Address
CREDENTIALING
Credential IDProvider ID
GRANTSAward ID
Provider ID
SUBSIDYProvider ID
Child NameChild’s Birth Date
LICENSINGFacility ID
Provider ID
CHILDCCATS Enrollment ID
Provider IDChild NameChild’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
Subsidy No Subsidy
Total Composite Score 65% 65%
Social Skills 61% 66%
Language/Literacy 56% 51%
Math 60% 57%
Science 47% 46%
Social Studies 55% 54%
Art 71% 72%
Health 79% 79%
2009-2010 Results
Summary of Findings◦ MMSR performance predicted later MSA Math
performance at 3rd, 4th, and 5th grade (for the whole population as well as for all subgroups)
◦ MMSR performance predicted later MSA Reading performance at 3rd, 4th, and 5th 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 IssuesFunding
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http://www.marylandpublicschools.org
Division of Early Childhood Development
Liz Kelley, MADirector
Office of Child [email protected]