States have developed early childhood integrated data systems (ECIDS) to address the challenges. An ECIDS "collects, integrates, maintains, stores, and reports information from early childhood programs across multiple agencies within a state that serve children and families from birth to age 8." Across the country, at least 37 states are working toward developing ECIDS. A handful have operational systems. North Carolina has prioritized work on its system to provide researchers with data aimed at informing policy and practice conversations. Minnesota created a public portal that makes early childhood program data available, and state staff are now working with local practitioners to develop uses for the data. After more than a decade of work across the country in building ECIDS, it is time to match the technical tools with nontechnical capacity building: learning to use evidence to better serve children and families.

The impact of early childhood education is undeniable. Recent studies indicate that programs for children under five can significantly decrease special education placement and grade retention, close achievement gaps, and increase high school graduation rates. States see this value too: Forty-three states and the District of Columbia provide state-funded preschool, serving nearly 1.5 million children. Yet access to high-quality early education across the country remains uneven, and many children still enter elementary school unprepared. The new issue of NASBE’s award-winning journal, The State Education Standard, explores ways state policymakers can ensure all children have a strong start.

In recent years, America has seen a renaissance in early childhood data use. New tools have been built, new strategies have emerged, more states and stakeholders have realized the potential of a strong early childhood integrated data system (ECIDS).