Why is an Early Learning Needs Assessment Important?

Principles of an Early Learning Needs Assessment

The analysis of an ELNA, as a part of continuous improvement, facilitates four research-based principles by identifying quality and availability of programming, key programs and agencies, and additional community partners with whom to engage. An analysis of an ELNA can inform intentional local efforts to strengthen local policies, regulations, and governance that’s representative of the community and leads to continuity of learning and ready schools. 

What it is

Understanding the landscape of early childhood, assessing the quality of experiences and programming in early childhood and elementary, and the accessibility to both. 

Why do it

High quality early childhood education programs produce high quality outcomes. These outcomes include building strong brain circuitry that forms the foundation for future academic learning, providing buffers against toxic stress, and lifelong outcomes of better education, employment, and successful parenting.

Minimum Requirements

Measure the extent to which:

• Quality early childhood programs exist within a school’s or district’s geographic boundaries. 
• K-3 teachers have early childhood teaching credentials. 
• Students are enrolled in early childhood programs that receive either state funding or School Readiness Quality Improvement funds prior to Kindergarten entry. 

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What it is

Creating and strengthening partnerships within the community to collectively support the needs of children and families, specifically during early learning. This principle assesses the available and needed services for families within the community through a community needs analysis. 

Why do it

Collaborative approaches strengthen positive outcomes, layering support for each child and family, to the benefit of all children. 

Minimum Requirements

Measure the extent to which:

• A public school or district works with their local Early Childhood Council and other early childhood community agencies. 
• Other early childhood resources are available. 

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What it is

The experiences of children as they transition from one grade to the next, one school to the next, or between programs, specifically as children enter kindergarten. This principle leads to understanding the key factors impacting early elementary achievement as students move through early childhood and early elementary. 

Why do it

Collaboration within schools, and between schools and community early childhood programs reduces barriers to effective transitions from a child’s early experiences into elementary. Multiple studies have found a positive correlation between the number of transition practices and positive student outcomes as students enter kindergarten.  

Minimum Requirements

Measure the extent to which:

• A public school or district collaborates with early childhood programs on preschool-kindergarten transitions. 

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What it is

Identifying the strength of relationships between elementary schools, early childhood programs and agencies within the community as represented through memoranda of understanding/agreement, joint professional development and family engagement activities that lead to better aligned policies, curriculum, and experiences for families and children. 

Why do it

Connection and collaboration between programs and schools, leaders, teachers and service providers aid in providing continuity of learning as a child enters kindergarten, 1st grade and beyond. As part of ready schools, leadership connects within the community, including preschool programming and early childhood services (e.g., migrant or mental health) to create a sense of belonging, shared leadership and responsibility toward the families and children within their community. 

Minimum requirements

Measure the extent to which:  

• Professional development provides joint learning opportunities and collaboration between early childhood providers, teachers and principals.
• Family engagement plans provide opportunities for preschool-3rd grade. 
• Early elementary achievement data trends indicate barriers to school readiness. 

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