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EEC unveils public KPI dashboards to track access, program stability and workforce
Summary
EEC staff presented updates to public key-performance indicators and data dashboards, saying the tools are intended to increase transparency and help internal and external users track progress on family access, program stability and workforce goals.
The Department of Early Education and Care on its April board meeting presented updated public-facing key performance indicator dashboards that the agency says are intended to increase transparency and to give staff and outside users monthly-updated metrics on family access, program stability and the early-education workforce.
Agency staff said the dashboards are filterable by licensing region and feature metrics such as the proportion of children enrolled in formal early education and care, childcare financial assistance (CCFA) caseload and wait lists, the number of licensed programs and license capacity, and educator wages. Adrienne Murphy, a member of the EEC data team, told the board, “This is really intended to provide an update on the KPIs themselves.”
The dashboards combine EEC administrative data, the CCFA and Commonwealth Cares for Children (C3) data, and public sources including U.S. Census and Department of Elementary and Secondary Education figures. Murphy and Amy Chekaway, who led the presentation, said metrics are refreshed monthly around the middle of each month and that certain underlying datasets are available for download through the Education to Career Data Hub.
Why it matters: Board members and staff framed the dashboards as both a public accountability tool and an internal management resource. Presenters said the data have already informed cross‑division steering committees and are feeding into the state’s next five‑year strategic plan for early education and care.
What staff plan next: EEC said it will continue iterative improvements. Areas flagged for future work included adding finer geographic filters (town-level or smaller), improving educator-level data through planned technology modernization and a new educator portal, and filling data gaps reported by advisory groups. Presenters said they plan another update this fall and invited additional feedback through the agency’s data channels.
Board reaction: Members praised the work as “good government” and urged EEC to convert dashboard findings into “so‑what” briefs that explain policy implications. Several board members suggested the dashboards be actively shared with regional partners, child‑care providers and research groups to inform local decisions.
Ending: EEC staff said they will continue to iterate the dashboards, post additional research briefs on the agency website, and work with the incoming data advisory commission and external partners to refine measures and fill data gaps.
