Post on 26-May-2022
EQUITY IN EARLY CHILDHOOD DATAFaith Scheibe & Samantha Peyton July 20, 2021
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WELCOME & AGENDA
• Objectives• Data in Birth to Five Systems• Equity: What is it & Why Does it Matter?• Equity in Data• Equity-Centered Data Analytics – Iheoma U. Iruka, PhD• Data Equity in Evaluation – State Highlight: Washington• Question & Answers• Next Steps
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OBJECTIVES
• Deliver definitions and concepts of data and equity
• Provide an overview of the best practices for considering equity in administrative data analysis
• Learn more about an example of analysis and evaluation of data processes through an equity lens
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ADMINISTRATIVE DATA
• Data collected and maintained as a part of regular program operations.
• Data can be on children, families and/or providers.
• Administrative data can answer questions & be used for reporting.
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RESEARCH DATA
• Data collected intentionally to answer questions or evaluate the outcomes of programs
• Can collect subjective information: personal attitudes, beliefs or preferences
• Often comes at an extra cost to states
Source: Bender, S. (2014, Sept. 18). Taking the Best out of Both Worlds? The Linkage of Surveys and Administrative Data [PowerPoint presentation]. https://www.gesis.org/fileadmin/upload/events/Vortragsreihe/140918_gesis-bender.pdf
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EQUITY: WHAT IS IT & WHY DOES IT MATTER?
Equity is the state that would be achieved if individuals fared the same way in society regardless of race, gender, class, language, disability, or any other social or cultural characteristic.In practice, equity means all children and families receive necessary supports in a timely fashion so they can develop their full intellectual, social, and physical potential.
Taken from NAEYC Position Statement: Advancing Equity in Early Childhood Education
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EQUITY IN DATA
Data are not neutralThe decisions people make about which data matter, what means and methods to use to collect them, and how to analyze and share them are important but silent factors that reflect the interests, assumptions, and biases of the people involved.
The Urban Institute
T H E U N I V E R S I T Y O F N O R T H C A R O L I N A AT C H A P E L H I L L
Equity-Centered Data AnalyticsFraming through Equitable Access, Experiences, and Outcomes
Iheoma U. Iruka, PhDResearch Professor, Department of Public PolicyFellow, Frank Porter Graham Child Development Institute (FPG)Founding Director, Equity Research Action Coalition at FPG
Equity in ECE Administrative DataJuly 20, 2021
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Flow
• Start with Equity• Equitable access, experiences, and outcomes• Root cause analyses• Start with equity template
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Take home message• Need to address equitable access,
experiences and outcomes
• Considering root cause analysis
• Use template to guide collective approach, accountability, and impact
• Equity-centered data analysis must attend to disrupting the cycle of systemic racism – access, experiences, and outcomes
MUST BE A DISRUPTOR!
Starting with Equity• Multi-institutional report led by
Children’s Equity Project @ ASU and Equity Research Action Coalition at FPG @UNC
• Released in partnership with many national organizations in December 2020
• Goal is to dismantle systematic racism in early care and education
• Strategies can’t operate in isolation but are possible within current systems
ACTIONABLE ROADMAP
Ensuring equitable access, experiences, and outcomes
ACCESS
• Equitable Funding• Authentic Integration• Center FCCH & FFN• Equity in EI/SPED ID
EXPERIENCES
• Workforce Equity• Equity in Workforce Prep &
Dev• Equity in QRIS/QI• Equity in Global Quality
Assessments• Eliminate Harsh Discipline• Equitable
Access/Expansion to DLL• Family Leadership• Culturally Responsive
Curriculum and Pedagogy
OUTCOMES
• Equity in Monitoring & Accountability
• Equity in CQI
LEADERS MUST DISRUPT INSTITUTIONAL RACISM
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Case study of access, experiences, and outcomes
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Black children ACCESS Head Start programs…
0
10
20
30
40
50
60
70
White, non-Hispanic
Black, non-Hispanic
Hispanic Asian or PacificIslander, non-
Hispanic
Other race, non-Hispanic
At least one weekly nonparental care No weekly nonparental care
Four year old enrollment by setting and race
Black children likely to EXPERIENCE low quality care and exclusion
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Black children’s OUTCOMES following PreK and through elementary show continued disparities, even after controlling for SES.
COEFFICIENTS AND STANDARD ERRORS FOR RACIAL GAPS IN ACHIEVEMENT OUTCOMES, HOLDING CONSTANT SES, WHITE=REFERENCE GROUP
-0.40
-0.30
-0.20
-0.10
0.00
0.10
0.20
0.30
Black Latino/a Asian Other race
Reading
Fall K Spring K Spring 1st
-0.60
-0.50
-0.40
-0.30
-0.20
-0.10
0.00
0.10
0.20
Black Latino/a Asian Other race
Math
Fall K Spring K Spring 1st
Source. Little, M. (2017, 2017/03/01). Racial and Socioeconomic Gaps in Executive Function Skills in Early Elementary School: Nationally Representative Evidence From the ECLS-K:2011. Educational Researcher, 46(2), 103-109. https://doi.org/10.3102/0013189X17698700
What questions should you ask?
HTTPS://WWW.RACIALEQUITYTOOLS.ORG/RESOURCEFILES/RACIALEQUITYTOOLKIT.PDF
Structural determinants of early learning: Root causes
MUST UNDERSTAND HOW OUR WORK ADDRESSES SDOEL
Racial Equity Implementation Impact Analyses
action & desired results
existing racial disparities?
how are racial groups
affected?
expand access to
marginalized?
significantly reduce racial disparities?
advance racial equity?
ASK WHAT IS BEST FOR MARGINALIZED PEOPLE AT EVERY JUNCTURE
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Example: Infant/Toddler Access
access for Latine infants and toddlers
Latine families less likely to use I/T care
new program may impact existing
providers
consider the specific needs of Latine families and IF need and HOW
need I/T care
reduce racial inequities in access, experiences, and child outcomes?
EXAMINING HISTORY, ASKING THE RIGHT QUESTIONS, AND GATHERING DATA FROM MULTIPLE SOURCES
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Equity-centered Data Development and Usage
Planning
Data Collection
Data Analysis
Dissemination
H AW N N E L S O N , A . , J E N K I N S , D. , Z A N T I , S . , K AT Z , M . , B E R KOW I T Z , E . , E T A L . ( 2 0 2 0 ) . A TO O L K I T F O R C E N T E R I N G R AC I A L E Q U I T Y T H R O U G H O U T DATA I N T E G R AT I O N . AC T I O N A B L E I N T E L L I G E N C E F O R S O C I A L P O L I C Y, U N I V E R S I T Y O F P E N N S Y LVA N I A .
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Data analyses and statistical tools/algorithms• Numbers and truth claims
• Numbers/data used for description and action (e.g., comprehensiveness of NAEP)
• Numbers and accountability• Data used for accountability only if valid (e.g., falsifying test scores, removing students before
testing)
• Numbers and equity• Statistics and numbers can be manipulated – for good and bad – (e.g., reverse racism)
• Involve community in interpretation and actionable use of data, disaggregate data, use mixed methods, and consider context
STATISTICS AND ALGORITHMS ARE NOT COLOR BLIND
Even the stats are racist!
• Assumption that the findings are valid and objective
• What stats are used? What “controls” are used?
• What analyses are not done? What null findings are not shared?
“Studies relying on the assumptions that impose a decontextualized racial identity in a social stratum should be replaced by better studies that incorporate more accurate assumptions (x) … Most racial statistics lack a critical evaluation of racist structures that encourage pathological interpretations … We must recognize that the researcher is part of what he or she observes. We do not passively or objectively observe the statistical universe as scientific outsiders “(Zuberi 2001, 144).
Best Practice for Equity-Centered Implementation• Assess community conditions and desired impact and outcomes
• Determine how your policies and strategies will lead to outcome
• Expand opportunity and access for individuals (or communities)
• Affect systemic change
• Promote racially inclusive collaboration, engagement, and co-creation
• Educate on racial issues and elevate racial consciousness
• Use data/tools to make sound decision
RACIAL AND SOCIAL JUSTICE BEST PRACTICES CRITERIA
Source. Race & Social Justice Initiative (2010) Racial Equity Toolkit for Policies, Programs, and Budget.
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Take home message• Need to address equitable access,
experiences and outcomes
• Considering root cause analysis
• Use template to guide collective approach, accountability, and impact
• Equity-centered data analysis must attend to disrupting the cycle of systemic racism – access, experiences, and outcomes
MUST BE A DISRUPTOR!
THANK YOU!QUESTIONS?
• IHEOMA U. IRUKA, PH.D.• I IRUKA@UNC.EDU• HTTPS://WWW.UNC.EDU• TWITTER: @IHEOMAIRUKA
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Selected Resources• Andrews, K., Parekh, J., & Peckoo, S. (2019). How to Embed a Racial and Ethnic Equity
Perspective in Research: Practical Guidance for the Research Process. Bethesda, MD: Child Trends
• Gillborn, D., Warmington, P., & Demack, S. (2018, 2018/03/04). QuantCrit: education, policy, ‘Big Data’ and principles for a critical race theory of statistics. Race Ethnicity and Education, 21(2), 158-179. https://doi.org/10.1080/13613324.2017.1377417
• Hawn Nelson, A., Jenkins, D., Zanti, S., Katz, M., Berkowitz, E., et al. (2020). A Toolkit for Centering Racial Equity Throughout Data Integration. Actionable Intelligence for Social Policy, University of Pennsylvania.
• Race & Social Justice Initiative (2010) Racial Equity Toolkit for Policies, Programs, and Budget. Seattle, WA: Author
AND SO MANY MORE!
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www.dcyf.wa.gov
Washington’s Preschool Development Grant: Data Equity in Evaluation
Adassa Budrevich-Ryan, MS and Karah Lothian, MEd MPASenior EvaluatorsOriginal Date: July 20, 2021
Office of Innovation, Alignment, & Accountability | Approved for distribution by Dr. Vickie Ybarra, OIAA Director
DCYF’s Office of Innovation, Alignment, and Accountability (OIAA) builds DCYF capacity to make evidence-informed decisions, continuously learn and improve, and successfully enact system reform
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Equity First Evaluation
Washington State DCYF Context
Our Equity Framework
Application in Evaluation
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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Washington State DCYF Context
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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Our Equity Framework
Data Lifecycle Foundational Practices Stakeholder Positionality
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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Our Equity Framework: Data Lifecyle
Hawn Nelson et al. 2020Original Date: July 20, 2021
Office of Innovation, Alignment, & AccountabilityApproved for distribution by Dr. Vickie Ybarra, OIAA Director
www.dcyf.wa.gov
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Our Equity Framework: Data Lifecycle
STATEMENT A STATEMENT B
Our team makes default comparisons to white outcomes, under the assumption that white
outcomes are normative.
Our team uses appropriatecomparison groups to contextualize findings.
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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Our Equity Framework: Foundational Practices
Draft and implement a Program Performance Evaluation Plan
(PPEP)
Distinct count of children B-5 inAnnual Program Performance Progress
Report (APPR)
Situating Programs in Systems Change
Communicating Value
Continuous Quality Improvement
Relationship Building
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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Our Equity Framework: Stakeholder Positionality
Decision Makers
Decisive Implementers Implementers Implementing
Community Community
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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Early ECEAP: Application in Evaluation
Foun
datio
nal P
ract
ices
Scenario: Expansion of a statewide, center-based program for low-income families with infants & toddlers
Situating Programs in Systems Change • Program identified need to strengthen investments in strategies that engage equitable representation of family, provider, and community voice across all of our state’s regions
• Annual goal is to revise comprehensive performance standards to be more aligned to staff development, while learning more about how children are “cherished” at various program centers
• Desire to learn from direct service staff through evaluation• Educators can only participate for one hour quarterly
Communicating Value
Continuous Quality Improvement
Relationship Building
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
Governor, Legislators, &
Executive Agency
Leadership
State-Level Early Learning
Directors & Administrators
State-Level Program
Managers & Staff
Administrative & Direct
Service Staff
Parents, Family Members, &
Children
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Early ECEAP: Application in Evaluation
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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Early ECEAP: Application in EvaluationRECOMMENDATIONS
INSIGHTS
THEMES
PATTERNS
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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Early ECEAP: Application in Evaluation
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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Early ECEAP: Application in Evaluation
Evaluation Process
Interview Protocol Development
Listening Sessions
Thematic Coding
Share Results with EECEAP Contractor Sites
Story Bank Development
Story Bank Use
Data Lifecycle
Planning
Data Collection
Data Analysis
Reporting & Dissemination
Planning
Data Collection
Foundational Practices
Relationship Building
Continuous Quality Improvement
Communicating Value
Situating Programs in Systems Change
Stakeholders Leading
Implementing Community
Community
Implementers
Implementing Community
Community
Stakeholders Engaged
Implementers
Implementing Community
Decision Makers, Decisive Implementers,
Implementers, Implementing Community &
Community
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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Resources• Cummings, K., Graham, J. C., Veele, S., & Ybarra, V. (2021). Using Data in
DCYF to Advance Racial Equity. Washington State Department of Children, Youth, and Families – Office of Innovation, Alignment, and Accountability. Retrieved from www.dcyf.wa.gov/sites/default/files/pdf/reports/OIAAEquityData2021.pdf
• Hawn Nelson, A., Jenkins, D., Zanti, S., Katz, M., Berkowitz, E., et al. (2020). A Toolkit for Centering Racial Equity Throughout Data Integration. Actionable Intelligence for Social Policy, University of Pennsylvania. Retrieved from https://www.aisp.upenn.edu/wp-content/uploads/2020/08/AISP-Toolkit_5.27.20.pdf
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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Thank you!
Adassa Budrevich-Ryan
adassa.budrevich-ryan@dcyf.wa.gov
Karah Lothian
karah.Lothian@dcyf.wa.gov
Senior EvaluatorsOffice of Innovation, Alignment, & Accountability
Department of Children, Youth, & FamilyOlympia, Washington
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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QUESTIONS?
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RESOURCES• Lin, V., Shaw, S.H., & Maxwell, K. (2019). Administrative Data Sources to Address Early
Care and Education Policy-Relevant Research Questions. OPRE Research Brief #2019-81. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services
• NAEYC. (2019). Advancing Equity in Early Childhood Education (Position Statement). https://www.naeyc.org/resources/position-statements/equity.
• Exec. Order No. 13985, 86 FR 7009 (January 25, 2021).• Gaddy, Marcus, and Kassie Scott. 2020. “Principles for Advancing Equitable Data
Practice.” Washington, DC: Urban Institute. • Bender, S. (2014, Sept. 18). Taking the Best out of Both Worlds? The Linkage of Surveys
and Administrative Data [PowerPoint presentation]. https://www.gesis.org/fileadmin/upload/events/Vortragsreihe/140918_gesis-bender.pdf
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THANK YOU!
1100 Wilson Blvd., Suite 2800Arlington, VA 22209-2268
Email: PDGB5TA@sri.com
Subscribe to updateshttp://www.occ-cmc.org/occannouncements_sign-up/
This Center is funded by the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Child Care.
Contract Number HHSP233201500041I
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PDG B-5 TA CENTER A Service of the Office of Child Care
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www.dcyf.wa.gov
Using Data in DCYF to Advance Racial Equity Report
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Washington State DCYF ContextDomain Outcome Area AI/AN AI/AN-
MultiaAsian Black Black-
MultiaHispanic NH/PI Multi Multi-
OtheraOther
Resilience Supported by healthy relationships NA NA NA
Families are economically secure NA
Health Kindergarten readiness NA NA NA NA
Youth school engagement NA NA NA
High school graduation NA NA NA
Health Low birthweight NA NA NA NA
Mental and behavioral health of youth NA NA NA
Notable disparity relative to white comparison groupb
No disparity or doing better relative to white comparison group
NA No data or not calculable
a Consistent with the WSRDAC reporting standard, data allows for the multiracial category to be disaggregated to provide AI/AN-Multiracial, Black-Multiracial, and Multiracial, Otherb Disparities identified using chi squared test of significance at p < .05 level
Cummings et al. 2021Original Date: July 20, 2021
Office of Innovation, Alignment, & AccountabilityApproved for distribution by Dr. Vickie Ybarra, OIAA Director
www.dcyf.wa.gov
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Application in Evaluation: Visual ExamplesData Use Map
Data Lifecycle Stage:Planning
Foundational Practice:Relationship Building
Stakeholder Positionality:
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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Application in Evaluation: Visual Examples
Data Lifecycle Stage:Data Collection
Foundational Practice:Situating Systems Change
Stakeholder Positionality:
Accessible, Shareable Frameworks
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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Application in Evaluation: Visual ExamplesSharing Results with Partners without Interpretation
Data Lifecycle Stage:Data Analysis
Foundational Practice:Continuous Quality Improvement
Stakeholder Positionality:
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov
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Application in Evaluation: Visual Examples
Data Lifecycle Stage:Reporting
Foundational Practice:Communicating Value
Stakeholder Positionality:
Visual One-Pagers to Describe Current Progress
Original Date: July 20, 2021Office of Innovation, Alignment, & Accountability
Approved for distribution by Dr. Vickie Ybarra, OIAA Directorwww.dcyf.wa.gov