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CEELO Resources – Data

Effective use of child, teacher and classroom assessment data can help teachers and educational leaders target instructional strategies and resources to achieve desired early learning outcomes. States vary in their capacity to support the use of data to inform decisions. Technical expertise can support SEA staff understanding of the nature and types of data that can be used to improve the quality of early educational experiences and ultimately early learning outcomes.

CEELO publishes a range of material on data in the early learning space. See below for our resources, listed alphabetically.To view CEELO Resources by publication type, click here. For other data resources, click here.

All CEELO Resources on Data

Don’t Just Do the Assessment, Look at It  examines examples and challenges in using assessment data, discuss what data can tell us about teaching and learning, and offers resources on using assessment data. CEELO’s Tom Schultz gave this presentation to the New Jersey Early Childhood Academy. (May 2014, Presentation)

Equity and Excellence: African-American Children’s Access to Quality Preschool discusses the lack of access to high-quality early childhood education experiences for African-American children and offers recommendations to expand opportunities. The report was released by the National Institute for Early Education Research (NIEER), the Center on Enhancing Early Learning Outcomes (CEELO), and White House Initiative on Educational Excellence for African-Americans (WHIEEAA). (November 2013, Policy Report)

Facts About Fadeout explores what the research says about the lasting benefits of high-quality early education programs. As interest in pre-K continues to grow, policymakers ask whether the benefits “fadeout” in elementary school. This document presents the research findings on effect size over time as well as what factors in a pre-K program are likely to foster lasting benefits.  (August 2014, FastFact)

Focus on Formative Assessment identifies critical information for states as they engage in activities to improve the quality of teaching and learning through supporting formative assessment processes. The webinar is jointly sponsored by CEELO and the Early Childhood Technical Assistance (ECTA) Center. (October 2013, Webinar)

Formative Assessment: Guidance for Early Childhood Policymakers serves as a guide and framework to early childhood policymakers considering formative assessment, outlining issues for consideration in implementing formative assessment. This guide provides a practical roadmap for decision-makers by offering several key questions to consider in the process of selecting, supporting, and using data to inform and improve instruction. (April 2014, Policy Report)

The Impact of Policy on the Class of 2027: Early Care and Education in South Carolina details policy mechanisms that lead to improved child outcomes. The presentation discusses young children’s brain development, dimensions of readiness, elements and measurements of quality, the P-20 approach, and other areas policy can impact. It also includes information on return on investments in early childhood for South Carolina. Jim Squires presented at the Early Childhood Common Agenda Forum South Carolina Children’s Trust. (November 2014, Presentation)

Mining pre-K Data: Making the Most of the NIEER State of Preschool Yearbook guides viewers in how to use data in the Yearbook to provide technical assistance in a state.  It also directs viewers to additional resources. (May 2013, Webinar)

New Early Childhood Indistar® Indicators introduces the audience to new Early Childhood Indistar® Indicators developed by CEELO in collaboration with the Center on Innovations (CIL) in Learning. Indistar® is a web-based system for use with district and/or school improvement teams to inform, coach, sustain, track, and report improvement activities. The new early childhood indicators provide an opportunity for stakeholders to use indicators and the associated research to align early childhood education with school improvement efforts. (August 2014, Webinar)

New Research and the Pay-Off to Quality Early Care and Education highlights research on quality early care and education in the US – including the National Head Start Impact Study and several state pre-K studies. The final slides lists a number of resources with hyperlinks.  (September 2013, Presentation)

Quality Rating Improvement System (QRIS) Validation Study Designs provides information on what steps states are taking, that have received Race to the Top-Early Learning Challenge funding, to design their validation studies to inform their approach to validation studies. (July 2013, Fast Fact)

Resources to Inform Technical Assistance on Formative Assessment gives recommendations about research and practical resources to inform technical assistance conducted with state education staff on Formative Assessment. (July 2013, Fast Fact)

State of the States Policy Snapshot: State Early Childhood Assessment Policies addresses the questions: What child assessments are required of pre-K and Kindergarten providers? How are child assessment data used? The brief is based primarily on secondary analysis of data collected in the NIEER State of Preschool Yearbook and presents a snapshot of responses to questions about child assessment. (March 2014, Policy Brief)

State of the States Policy Snapshot: State Pre-K Monitoring and Evaluation Policies discusses why evaluation and monitoring systems are important for quality early education and the data states collect to monitor and evaluate pre-k program (November 2013, Policy Report)

Trends in State Funded Preschool Programs: Survey Findings from 2001-2002 to 2011-2012 discusses trends in enrollment, funding, and quality standards, as well as English Language Learner and Special Education students, in state-funded pre-K between 2001-2002 and 2011-2012. (June 2013, Policy Report)

Understanding Pre-K Inclusion Data: Making the Most of the NIEER State of Preschool Yearbook  describes multiple ssues impacting birth through third grade inclusions and provides clarity on alignment, continuity, and transitions as they pertain to inclusions. It also suggests actions for influencing policy and practice for and identifies resources available from national technical assistance centers and institutes. CEELO’s Jim Squires co-presented this information with Sharon Ritchie (University of North Carolina – Chapel Hill) and Beth Rous (University of Kentucky). (May 2013, Presentation)

Understanding and Using Data from the 2013 NIEER State of Preschool Yearbook examines how annual preschool information from the states can be used for planning, policy development and program improvement. (September 2013, Webinar)

Using Assessment to Improve Teaching and Learning for Young Children Birth Through Third Grade  offers helpful resources on assessment from the 2013 CEELO Roundtable. (see “Presentations” and “Resources” tabs). (June 2013, Presenations)

Using Data to Drive Literacy Instruction K-3  provides an overview of the formative assessment cycle, demonstrates the role of standards in assessment, interprets examples of data to inform instruction, and highlights the connection between assessment and instruction. Shannon Riley-Ayers presented this material at the Wisconsin “UnConference” of Early Literacy.  (April 2013, Presentation)

Where Vermont Stands: Understanding the NIEER State of Preschool Yearbook presents Yearbook information from the national level and then looks at Vermont specifically. guides on how to use the data. Jim Squires presented the slides to the Vermont Building Bright Futures State Advisory Council. (June 2014, Presentation)

Why Understanding the Costs of Preschool Quality is Important: A Webinar for Preschool Development Grantee States presents and demonstrates the use of the Cost of Preschool Quality Tool (CPQ) by the Center on Enhancing Early Learning Outcomes, an Excel based model that can be used at the state or district level to estimate the cost of expanding high quality preschool for 3 and 4 year olds. (July 2016, Webinar)