These slides were presented at the 2017 Annual Meeting of the American Educational Research Association in San Antonio, Texas. The session was titled  Data-Driven Decision Making: Not the Usual Contexts.https://repository.upenn.edu/pennchild_presentations/1000/thumbnail.jp

Barghaus, Katherine

Coe, Kristen

Fantuzzo, John

Henderson, Cassandra

LeBoeuf, Whitney

English

ScholarlyCommons@Penn

University of PennsylvaniaScholarlyCommonsPresentations Penn Child Research Center4-2017Using Integrated Data to Understand EarlyChildhood Risks and Access to Quality EarlyChildhood EducationKatherine BarghausUniversity of Pennsylvania, barghaus@upenn.eduWhitney LeBoeufUniversity of PennsylvaniaJohn FantuzzoUniversity of Pennsylvania, JOHNF@GSE.UPENN.EDUKristen CoeUniversity of Pennsylvania, kcoe@gse.upenn.eduCassandra HendersonUniversity of Pennsylvania, chende@gse.upenn.eduFollow this and additional works at: http://repository.upenn.edu/pennchild_presentationsPart of the Early Childhood Education Commons, Education Policy Commons, PublicAdministration Commons, and the Social Policy CommonsThis paper is posted at ScholarlyCommons. http://repository.upenn.edu/pennchild_presentations/1For more information, please contact repository@pobox.upenn.edu.Recommended CitationBarghaus, Katherine; LeBoeuf, Whitney; Fantuzzo, John; Coe, Kristen; and Henderson, Cassandra, "Using Integrated Data toUnderstand Early Childhood Risks and Access to Quality Early Childhood Education" (2017). Presentations. 1.http://repository.upenn.edu/pennchild_presentations/1Using Integrated Data to Understand Early Childhood Risks and Access toQuality Early Childhood EducationDescriptionThese slides were presented at the 2017 Annual Meeting of the American Educational Research Association inSan Antonio, Texas. The session was titled "Data-Driven Decision Making: Not the Usual Contexts."DisciplinesEarly Childhood Education | Education | Education Policy | Public Administration | Social PolicyThis book is available at ScholarlyCommons: http://repository.upenn.edu/pennchild_presentations/1Using Integrated Data to Understand Early Childhood Risks and Access to Quality Early Childhood EducationKatherine Barghaus, Whitney LeBoeuf, John Fantuzzo, Kristen Coe, & Cassandra HendersonPenn Child Research CenterUniversity of PennsylvaniaPresented at AERA 2017 in San Antonio, TexasResearch-Practice DisconnectWhat is an integrated data system? • Individual level• Routinely integrated• Internal & external researchers• Policy & program questions of interest to government• Research-based variablesIntegrated Data SystemLos AngelesCharlotteMilwaukeeChicagoClevelandPittsburgPhiladelphiaNYCExisting SitesDeveloping SitesIDS Model to Improve Public Services Derived from our national study of State & LocalGovernments’ Use of Integrated Data SystemsIntervention building & implementationPopulation-based descriptive studyof social problemIntervention testingAn Example: Pre-K Expansion in Philadelphia• Pre-K Commission• Mayor’s priority issue• Limited funds • High needHow to prioritize available funding?Philadelphia IDSVital StatisticsChild Welfare Homeless Shelter SystemPublic Health• Child maltreatment• Inadequate prenatal Care• Low maternal education• Teen mother• Low birth weight/preterm• Lead exposure• Shelter staysTop 3 most harmful risks for educational outcomesReading1. Low maternal education2. High lead exposure3. Child maltreatmentClassroom Engagement1. Child maltreatment2. Low maternal education3. HomelessnessTruancy1. Low maternal education2. Child maltreatment3. Teen motherWith each additional risk a child is…30% less likely to meet reading proficiencyin 3rd grade.30-40% less likely to be engaged in the classroom in 3rd grade.50-100% more likely to be truant in 3rdgrade.Rouse & Fantuzzo (2009); Rouse, Fantuzzo & LeBoeuf (2011); Fantuzzo, LeBoeuf & Rouse (2014)Early Risks & Third-grade Educational OutcomesResearch Questions1. What percentage of 3- and 4-year olds in Philadelphia have multiple early risks?2. What is the geographic distribution of 3- and 4-year olds with multiple early risks?3. What is the current distribution of high-quality pre-k slots across Philadelphia?4. Where is there geographic overlap between places with children experiencing early risks and places without high-quality pre-k?Risk Prevalence Early Risk U.S. PhiladelphiaPreterm or low birth weight 9.7% 13.4%Inadequate prenatal care 6.1% 36.8%Teen mother 10.0% 15.5%Low maternal education 14.0% 20.3%Lead exposure 0.6% 3.4%Homelessness 2.8% 2.9%Child maltreatment 0.9% 4.8%Note: National statistics were obtained for five-year-olds in 2012 from the Center for Disease Control, the U.S. Department of Health and Human Services, the Department of Housing and Urban Development, the Pew Research Center, and the U.S. Census Bureau.n = 19,670 5-year-old children in 2012Multiple Early Risks45.233.414.76.70 1 2 3 or morePercentage of 3 & 4 year-oldsNumber of Early Risks9,563 childrenMultiple Risks9,563 children with 2+ risks in 2012(21.4% of 44,724 children)Neighborhood Profile: Kingsessing• < 2 square miles• 730 three & four year-olds• 32% have 2+ risks (237 kids)237 kids  12 pre-k classroomsHigh-quality Pre-KNeighborhood Profile: Kingsessing• 60 high-quality slots• 8% of neighborhood children• 25% multi-risk children KingsessingHigh-risk/Low-supplyneighborhoodsOutcomes• Plan prioritized high-risk, low-supply neighborhoods• Family outreach to                                                         encourage enrollment• 2,000 new slots in Jan 2017• 5 year plan for 6,500 slotsNeighborhood Profile: Kingsessing• 3 of 5 centers able to expand with City funding• 68 additional slots in the Kingsessing area• 94% enrollment as of MarchIDS Model to Improve Public Services Derived from our national study of State & LocalGovernments’ Use of Integrated Data SystemsIntervention building & implementationPopulation-based descriptive studyof social problemIntervention testingKristen Coe, MSWPenn Child Research Centerkcoe@gse.upenn.eduwww.gse.upenn.edu/childhttps://www.aisp.upenn.edu

Using Integrated Data to Understand Early Childhood Risks and Access to Quality Early Childhood Education

Kosmopolis

University of Pennsylvania
ScholarlyCommons
Presentations Penn Child Research Center
4-2017
Using Integrated Data to Understand Early
Childhood Risks and Access to Quality Early
Childhood Education
Katherine Barghaus
University of Pennsylvania, barghaus@upenn.edu
Whitney LeBoeuf
University of Pennsylvania
John Fantuzzo
University of Pennsylvania, JOHNF@GSE.UPENN.EDU
Kristen Coe
University of Pennsylvania, kcoe@gse.upenn.edu
Cassandra Henderson
University of Pennsylvania, chende@gse.upenn.edu
Follow this and additional works at: http://repository.upenn.edu/pennchild_presentations
Part of the Early Childhood Education Commons, Education Policy Commons, Public
Administration Commons, and the Social Policy Commons
This paper is posted at ScholarlyCommons. http://repository.upenn.edu/pennchild_presentations/1
For more information, please contact repository@pobox.upenn.edu.
Recommended Citation
Barghaus, Katherine; LeBoeuf, Whitney; Fantuzzo, John; Coe, Kristen; and Henderson, Cassandra, "Using Integrated Data to
Understand Early Childhood Risks and Access to Quality Early Childhood Education" (2017). Presentations. 1.
http://repository.upenn.edu/pennchild_presentations/1
Using Integrated Data to Understand Early Childhood Risks and Access to
Quality Early Childhood Education
Description
These slides were presented at the 2017 Annual Meeting of the American Educational Research Association in
San Antonio, Texas. The session was titled "Data-Driven Decision Making: Not the Usual Contexts."
Disciplines
Early Childhood Education | Education | Education Policy | Public Administration | Social Policy
This book is available at ScholarlyCommons: http://repository.upenn.edu/pennchild_presentations/1
Using Integrated Data to Understand 
Early Childhood Risks and 
Access to Quality Early Childhood 
Education
Katherine Barghaus, Whitney LeBoeuf, John Fantuzzo, Kristen Coe, & Cassandra Henderson
Penn Child Research Center
University of Pennsylvania
Presented at AERA 2017 in San Antonio, Texas
Research-Practice Disconnect
What is an integrated data system? 
• Individual level
• Routinely integrated
• Internal & external 
researchers
• Policy & program 
questions of interest to 
government
• Research-based 
variables
Integrated 
Data 
System
Los Angeles
Charlotte
Milwaukee
Chicago
Cleveland
Pittsburg
Philadelphia
NYC
Existing Sites
Developing Sites
IDS Model to Improve Public Services 
Derived from our national study of State & Local
Governments’ Use of Integrated Data SystemsIntervention building & 
implementation
Population-based 
descriptive study
of social problem
Intervention testing
An Example: Pre-K Expansion in Philadelphia
• Pre-K Commission
• Mayor’s priority issue
• Limited funds 
• High need
How to prioritize 
available funding?
Philadelphia IDS
Vital Statistics
Child Welfare Homeless Shelter System
Public Health
• Child maltreatment
• Inadequate prenatal Care
• Low maternal education
• Teen mother
• Low birth weight/preterm
• Lead exposure
• Shelter stays
Top 3 most harmful risks for 
educational outcomes
Reading
1. Low maternal education
2. High lead exposure
3. Child maltreatment
Classroom Engagement
1. Child maltreatment
2. Low maternal education
3. Homelessness
Truancy
1. Low maternal education
2. Child maltreatment
3. Teen mother
With each additional risk 
a child is…
30% less likely to meet reading proficiency
in 3rd grade.
30-40% less likely to be engaged in the 
classroom in 3rd grade.
50-100% more likely to be truant in 3rd
grade.
Rouse & Fantuzzo (2009); Rouse, Fantuzzo & LeBoeuf (2011); Fantuzzo, LeBoeuf & Rouse (2014)
Early Risks & Third-grade Educational Outcomes
Research Questions
1. What percentage of 3- and 4-year olds in Philadelphia have multiple 
early risks?
2. What is the geographic distribution of 3- and 4-year olds with multiple 
early risks?
3. What is the current distribution of high-quality pre-k slots across 
Philadelphia?
4. Where is there geographic overlap between places with children 
experiencing early risks and places without high-quality pre-k?
Risk Prevalence 
Early Risk U.S. Philadelphia
Preterm or low birth weight 9.7% 13.4%
Inadequate prenatal care 6.1% 36.8%
Teen mother 10.0% 15.5%
Low maternal education 14.0% 20.3%
Lead exposure 0.6% 3.4%
Homelessness 2.8% 2.9%
Child maltreatment 0.9% 4.8%
Note: National statistics were obtained for five-year-olds in 2012 from the Center for Disease Control, the U.S. Department of Health 
and Human Services, the Department of Housing and Urban Development, the Pew Research Center, and the U.S. Census Bureau.
n = 19,670 5-year-old children in 2012
Multiple Early Risks
45.2
33.4
14.7
6.7
0 1 2 3 or more
Pe
rc
en
ta
ge
 o
f 3
 &
 4
 y
ea
r-
ol
ds
Number of Early Risks
9,563 children
Multiple Risks
9,563 children with 2+ risks in 2012
(21.4% of 44,724 children)
Neighborhood Profile: Kingsessing
• < 2 square miles
• 730 three & four year-olds
• 32% have 2+ risks (237 kids)
237 kids  12 pre-k classrooms
High-quality Pre-K
Neighborhood Profile: Kingsessing
• 60 high-quality slots
• 8% of neighborhood children
• 25% multi-risk children Kingsessing
High-risk/Low-supply
neighborhoods
Outcomes
• Plan prioritized high-risk, low-
supply neighborhoods
• Family outreach to                                                         
encourage enrollment
• 2,000 new slots in Jan 2017
• 5 year plan for 6,500 slots
Neighborhood Profile: Kingsessing
• 3 of 5 centers able to expand with City funding
• 68 additional slots in the Kingsessing area
• 94% enrollment as of March
IDS Model to Improve Public Services 
Derived from our national study of State & Local
Governments’ Use of Integrated Data SystemsIntervention building & 
implementation
Population-based 
descriptive study
of social problem
Intervention testing
Kristen Coe, MSW
Penn Child Research Center
kcoe@gse.upenn.edu
www.gse.upenn.edu/child
https://www.aisp.upenn.edu


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Using Integrated Data to Understand Early Childhood Risks and Access to Quality Early Childhood Education

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