The Hatch Early Learning Blog

Data collection and analysis is inherent to teaching and learning. Whether or not educators intentionally collect data, they are constantly using information about the children in their class to inform instruction. However, how educators collect, analyze, and use that data when broken down can be formalized in a process that can lead to more powerful results for all children. Plus, at the end of the day can ultimately help save educator’s time in planning and reporting out information to families and administrators.

“Relevant learning outcomes must be well defined in cognitive and non-cognitive domains, and continually assessed as an integral part of the teaching and learning process. Quality education includes the development of those skills, values, attitudes, and knowledge that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges.” – Incheon Declaration for Education, 2016

Every year, for the past two decades, the National Institute for Early Education Research (NIEER) at Rutgers University releases their State of Preschool report. Over that time, we have seen incremental progress in state preschool enrollment, spending per child, and quality initiatives; however, this year’s report for the 2020-2021 school year illustrated the pandemic impact has set us back.