Developing the Illinois Early Childhood Participation Data Set
The Illinois Early Childhood Asset Map project aims to develop the Illinois Early Childhood Participation Data Set (ECPDS) in collaboration with various organizations and agencies, including the University of Illinois, Chapin Hall, Northern Illinois University, ISBE, IDHS, and ILDS. This initiative involves bringing together data longitudinally from multiple sources to answer key questions regarding early childhood services and care. The ECPDS is crucial for understanding and addressing inequities in early childhood education in Illinois, enabling better identification of ECE deserts across the state.
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Illinois Early Childhood Asset Map: Developing the Illinois Early Childhood Participation Data Set iecam.Illinois.edu Illinois Early Childhood Asset Map Developing the Illinois Early Childhood Participation Data Set (ECPDS) UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN Keith Hollenkamp
Illinois Early Childhood Asset Map: Developing the Illinois Early Childhood Participation Data Set iecam.Illinois.edu Teamwork Makes the Dream Work Illinois Department of Innovation and Technology (DOIT) Illinois Early Childhood Asset Map (IECAM) at University of Illinois Chapin Hall Northern Illinois University Illinois State Board of Education (ISBE) Illinois Department of Human Services (IDHS) Illinois Longitudinal Data Set Team (ILDS)
Illinois Early Childhood Asset Map: Developing the Illinois Early Childhood Participation Data Set iecam.Illinois.edu Illinois Longitudinal Data System (ILDS) and Early Childhood Participation Data Set (ECPDS) Bringing data together from multiple agencies to (longitudinally) answer questions that span multiple programs Data are considered longitudinal when they track the same subject consistently over time. In other words, longitudinal data must include historical records, and those records must consistently identify entities: families, children, providers Example questions: How many children receive a continuum of early childhood services birth through five? What is the impact of providing consistent and supportive care through a child s early years?
Illinois Early Childhood Asset Map: Developing the Illinois Early Childhood Participation Data Set iecam.Illinois.edu Pre-school for All Child Care Funding Early Prevention Initiative Intervention ECPDS (By CDDA ID) HS Grantee DHS ISBE K-3 HS Head Start Enrollment Grantee HS Provider Includes QRIS Grantee District Run Head Start Home Visiting 4
Illinois Early Childhood Asset Map: Developing the Illinois Early Childhood Participation Data Set iecam.Illinois.edu Importance of the ECPDS Brings together previously siloed data into one place Captures a child s EC journey over time (Longitudinal) Allows analysis of characteristics about children and families by geography, race, disability, gender, financial status, etc. to understand inequities in EC Will power the new IECAM datahub, bringing brand new data and analyses to the public Help better identify ECE deserts across Illinois
Illinois Early Childhood Asset Map: Developing the Illinois Early Childhood Participation Data Set iecam.Illinois.edu Example questions to answer with this system Understanding patterns of participation What are the sequences and durations of program participation for a child? How many children participate in 2 or more public programs in a month? What % of children who are eligible for a program are participating? Tracking characteristics of children, families, providers over time How does a child s poverty status change over their EC journey? How has the racial distribution participation in a particular program changed over time? Connecting EC trajectories with outcomes How does EC participation impact school readiness?
Illinois Early Childhood Asset Map: Developing the Illinois Early Childhood Participation Data Set iecam.Illinois.edu Combine datasets at month level Child ID Month Received CCAP (y/n) Received EI services (y/n) Other service, provider, child characteristics, etc 1 01/19 Y Y 1 02/19 Y Y 1 03/19 Y Y 1 04/19 Y Y . 2 01/19 Y N All data shown in this presentation are dummy data and do not reflect true data regarding young children and their families 2 02/19 Y N 2 03/19 Y Y 2 04/19 Y Y
