Kansas Early Childhood Data Trust

Infrastructure to Support Early Childhood Systems

  • Data Systems


Formed in 2021, Kansas Children’s Cabinet’s Kansas Early Childhood Data Trust is an early childhood integrated data systemAn early childhood integrated data system (ECIDS) “collects, integrates, maintains, stores, and reports information from early childhood programs across multiple agencies.” Source: Institute of Education Sciences. (n.d.).. The system supports sharing of demographic, program, individual, and family data for early childhood programs and children receiving services from birth through age 5. The private data is shared between the Children’s Cabinet and Trust Fund, Kansas Department for Children and Families, Kansas Department of Health and Environment, Kansas State Department of Education, and Kansas Department of Corrections for specific projects through data-sharing agreements. The goal of the Trust is to improve the quality of data, maximize use of existing data, and identify needs and gaps in service delivery.

The Data Trust was enacted under an agreement between the 5 state agencies in the Kansas Children’s Cabinet. The Children’s Cabinet and this project receive Preschool Development Grant Renewal Funds.

Other Sources:
Kansas Office of the Governor. (2019). PDG Renewal Grant Proposal

Connections to Key Early Learning Study at Harvard (ELS@H) Findings:

Strong infrastructure and systems – including governance structures and data systems – are key aspects of high-quality early education and care. And research suggests there is a need for more accessible, affordable, and high-quality early education within a mixed-delivery system; strengthening infrastructure and systems is one important way states and cities can take action to address these needs and accomplish these goals.

Findings from the Early Learning Study at Harvard (ELS@H) that connect to the need for more robust infrastructure and systems, including data systems:

  • Families rely on a range of formal (e.g., Head Start, center-based care, public pre-K) and more informal (e.g., home-based, relative care) early education settings; when choosing a setting for their child, families balance many logistical constraints and personal preferences.
  • But for many families – and especially low- and middle-income families – early education choices remain tightly constrained due to issues of affordability and supply.
  • No one early education setting type is inherently of higher quality than another; children develop and learn well in every setting type, and in the study, all setting types showed room to grow in quality.
  • We have learned a great deal from this groundbreaking, large-scale study. Nevertheless, there is still much to learn about what children, families, and educators need, and about what “works” – for whom and under what circumstances – across all the diverse settings where young children learn and grow.


Learn More about ELS@H Findings

Learn more about Kansas

Context matters. Visit the Kansas profile page to learn more about its demographics, political landscape, early education programs, early education workforce, and funding sources and streams.

Visit the Kansas Profile Here
  • The state population is 2,937,150
  • The percentage of children under 6 with all available parents in the workforce is 72%
  • The rural percentage is 27.7%