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Understanding DC's Data on Young Children

EDI: A Community-Level Tool

Data Collection

EDI Domains

Exploring EDI Outcomes

WARD-LEVEL EDI Outcomes

Acting on Early Childhood Data

PARTICIPATE IN THE EDI COLLECTION (NEW!)

Email/Announcement Language

Copy and paste the following sample content for your own use with schools/LEAS


Announcement Option 1:

[Insert LEA or CBO name] pre-K 4 teachers are participating in the 2019 Early Development Instrument (EDI) collection, joining DC teachers who serve nearly 5,000 pre-K 4 students in creating powerful early childhood data. Explore the last round of EDI data at raisedc.org/ourchildren, and let us know if we can support you at: ourchildren@raisedc.org. [School/center point of contact: You can also add your contact here]


Announcement Option 2:

When you complete the Early Development Instrument (EDI) checklist in early 2019, you are helping to provide powerful early childhood data that can change community conditions for young children and families. The EDI data is unique as it:

  • Provides a geographic (rather than school-based) look at children’s development

  • Points to the need for earlier, comprehensive services; schools are a key partner

  • Shows a clear picture of readiness among the District’s 4-year-olds in all eight wards

For more information about the EDI, visit raisedc.org/ourchildren.


Sample Email

Dear teachers,

You, along with teachers serving nearly 5,000 pre-K 4 students across the city, are generating powerful early childhood data.

The Early Development Instrument (EDI) is a citywide snapshot that measures five early child developmental domains known to be good predictors of future education, health, and social outcomes: social competence, emotional maturity, language and cognitive development, physical health and well-being, and communication skills and general knowledge. The EDI is:

  • A key research measure: It has been used internationally for more than two decades.

  • A checklist: Teachers collect information that measures children’s readiness on developmental expectations.

  • Aggregated data: The data is never reported on individuals, but it is shared back at the citywide, neighborhood cluster, and ward levels to spur action that can support strong systems for young children and families. Only the school or LEA receives their data back – no school information is shared with the Office of the State Superintendent of Education or in the citywide information.

The EDI checklist will be completed by DC pre-K 4 teachers in DCPS, charters, and child development centers in February or March 2019. All questions are information that teachers know about their students, similar to other types of early childhood rubrics. For example, questions explore if children can hold pencils or have an eagerness to try new games. Explore the sample survey here and how the items relate to the domains here.

By participating in the EDI, your knowledge about children’s development translates into actionable data that can be used by government, neighborhood coalitions, citywide advocates, philanthropy, and others to better hone in on strong interventions for children and families.

Thank you for your participation in the EDI! Together with other teachers, you’re fueling change across the District.

[Signature]