Capacity Needs Between Developmental Stages of Integrated Data Systems

Despite the federal funding supporting the development of early childhood integrated data systems in the United States, operational systems have not been successfully implemented in some states. More than 40 states have received one or more federal grants to support the development, yet there are only ten in operation. Yet little research has investigated how state agencies allocate their valuable time and limited resources to establish these systems crucial to informing policy decisions. This mixed methods study uses relevant active implementation science frameworks to look at what capacity is needed to transition between the early stages of development and become operational. A nationwide survey of states and territories (n = 30) engaged in early childhood integrated data system development followed by interviews with the relevant teams (n = 16) across the United States provided rich information about the challenges of transitioning between stages of development. Using logistic regression and qualitative coding, it was discovered that the capacity needed to get from one stage of development is different at each transition point. Human capital is needed in the early transition points, but data governance and authority as well as systems alignment are necessary when moving into the advanced stages leading to operationalization. These empirical insights can guide resource allocation decisions, grant management plans, and targeted interventions aimed at fostering the advancement of early childhood integrated data systems to inform program and policy decisions in early childhood care and education.