Develop data-sharing memoranda of understanding and shared evaluation across child- and family-serving agencies¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends that initiatives adopt the same or similar key measures of progress and to "Develop data-sharing memoranda of understanding (MOUs) with other child- and family-serving public agencies and organizations to help ensure that their respective initiatives can align continuous improvement efforts, coordinate investment strategies, and align reporting." Additional recommendations include investing in technology systems that support data sharing, sharing school readiness data to inform public investments, avoiding asking interest holders for the same data from multiple partners, and supporting community engagement with data.

Design Implications¶

Context¶

Requirements¶

• Technology systems that support data sharing across organizations serving the same families and communities

Constraints¶

• The report notes the county's fragmented data systems among early care agencies and between those agencies and K–12 and other child- and family-serving agencies as the existing condition

Target Learners¶

• Young children and families served by multiple child- and family-serving initiatives in Alameda County and Oakland

Target Learning Goals¶

• Shared understanding of how initiatives contribute to kindergarten readiness and child well-being through efficient, respectful data collection and shared decision-making

Related Strategies¶

• Hire peer family care navigators and build county-level coordinated care systems for English Learner families
• Coordinate services across programs and agencies to reinforce parent and child outcomes
• Link education and child welfare data systems to make the foster care achievement gap visible and trackable
• Concentrate AI-edtech adoption priorities through collaborative networks that share tools, policies, and evaluation practices
• Broker a formal data-sharing agreement between child welfare and education agencies to identify and serve students in foster care
• Use linked cross-system data to target programs such as dropout prevention and postsecondary preparation for students in foster care
• Implement a web of supports for students in foster care: one-stop resource centers, school-based liaisons, tiered services, and cross-system collaboration
• Implement a coherent student database linking education, child welfare, mental health, and judicial systems rather than further studying data sharing
• Use KEAs to strengthen early learning systems: family engagement, p–3 alignment, and aggregated data for equitable investment
• Improve visibility, alignment, and concrete strategies of the Transforming Schools Framework and resources
• Use the WSCC model as a framework for school improvement plans, accountability measures, and cross-sector initiatives

Examples¶

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Key Sources¶

• Walrond, N., Serwanga, R., & Farrell, G. (2025). Systems alignment and coherence: Opportunities for Alameda County's early care and education system. WestEd. https://eric.ed.gov/?id=ED673491