THE STATE OF FLORIDA’S CHILD Update 2011 pdf

THE STATE
OF
FLORIDA’S
CHILD


3/30/11
Update 2011

Facts and analysis about the well being of our state’s families and
children by The Policy Group for Florida’s Families and Children Inc.

1

The State of Florida’s Child
UPDATE 2011
PREFACE
Formed in 2000, The Policy Group for Florida’s Families and Children Inc. is an independent, analytical group
of statewide leaders that develops and supports public policies focusing on the well being of families and
children and grounded in evidence-based research. Fellows of the Policy Group are nominated and selected
through a process that considers the nominee’s historical contribution to the general welfare of children and
families. The Policy Group promotes efforts that bring together diverse groups of stakeholders to research
and develop policy; that inform key audiences such as professionals, state agency heads, legislators and
funders; and that expand alliances and networks of voices who share the same vision.
The Policy Group conducts policy analyses in domains where outcome measures reflect poor performance, and
where measurable changes in context indicate need for review of current policy. We provide analyses so that
Florida’s leaders know what policies, programs and practices make a difference, and we center our efforts on
building upon and using the strengths, assets and resources that already exist in communities. Policy Group
Fellows believe that an integrated system of services with a prevention focus is the best way to produce
positive child and youth outcomes.

This report, The State of Florida’s Child – Update 2011, focuses on child and youth outcomes in four key results
areas. The report updates The State of Florida’s Child
1
and is predicated on shared results accountability for
outcomes. The State of Florida’s Child – Update 2011 recognizes that:
The Florida Cabinet for Children and Youth adopted The State of Florida’s Child report in March
2009, and spent significant time between then and December 2010 developing a process for shared
efforts and results accountability. Likewise, statewide stakeholders have engaged in results
accountability and united around shared indicators for their work. These seminal efforts must continue
and adapt as data further reveals and measures their progress.
It is more important than ever for stakeholders, families and communities to coalesce around shared
goals for their children and consider their contribution – programmatic and otherwise - to these shared
goals. This is more than just lip service; it’s willingness to be involved and accountable for work done
by actively measuring and evaluating outcomes.
The long-term view of what is best for the state’s children must not be subsumed by short-term politics,
funding crises, individual interests or self-protection. Inherently, we all want a great state in which to
live, work and rear children. To flourish, positive social policies require sustained attention and
dedication to shared values that are meaningful and enduring. It is the intention of The Policy Group
to continue providing leadership that is genuine, concentrates on shared values and principles, and
focuses on what we and many others strongly believe will make our state the best in the nation for
families and children.




2
These concepts should guide the consideration of this update and those to follow:
It is imperative that the best information and data inform practice and policy.
Many different state agencies may impact outcomes, and no single agency is solely responsible for a
specific outcome. Likewise, no single program on the local or county level can significantly impact a

specific outcome.
Adequate and stable funding is essential to coordinating work toward shared outcomes.
Creating more flexibility within existing funding categories is an important component of success.
Early investments yield tremendous financial and social benefits.
Family members must be involved to achieve optimal child well being outcomes.
Outcomes and performance measures must be developed and implemented in a logical, reasonable
manner so that they can be easily interpreted and used.
Evaluation and data-driven decision-making are ongoing processes. The Policy Group intends to
provide this type of results accountability update at least every two years.
2

The State of Florida’s Child
3
report presented indicators of child well being grouped in four goal (results)
areas:
Every Florida child will be healthy
Every Florida child will be ready to learn and succeed
Every Florida child will live in a stable and nurturing family
Every Florida child will live in a safe and supportive neighborhood
These goal areas provide a framework for understanding what children need to thrive and to contribute to
Florida’s future. No single indicator fully measures progress; together, they speak volumes about our state’s
children and about our investment of time and resources. The initial report provided baseline data as a
starting point for understanding where the state stands, and that is generally at the bottom of the heap when
it comes to our children, families, and our future economic prosperity. This report provides trend line data for
the indicators. This allows further review and analysis of patterns of progress and decline, and identification
of areas that need increased attention.

Overall, the data show positive change in a few indicators, but no change or negative change in many others.
The lack of progress or negative change is pervasive throughout the trend line data in this report. Troubling as
this is, the data become even more ominous when the recent economic downturn is considered. A fuller

discussion of this context occurs in the Analysis section on page 30, following the presentation of data.

3
HOW FLORIDA RANKS WITH OTHER STATES ON SELECTED INDICATORS
The Annie E. Casey Foundation ranks Florida 35
th
in the country overall based on several measures of child
well-being – low birth weight babies; infant mortality rate; child death rate; teen death rate; teen birth rate;
teens not in school and not working; children in families where no parent has full-time, year-round
employment; children in poverty; and single parent families.
4
The ranking is based on changes in indicators
over a 5-year period for some measures or data from the current year on other measures. (Data for the
Percent Low Birth weight Babies, Infant Mortality Rate, Child Death Rate, Teen Death Rate and Teen Birth
Rate lag one year behind the other measures.)

ARROWS SHOW DECLINE OR IMPROVEMENT IN FLORIDA’S RANK SINCE THE 2009 STATE OF FLORIDA’S CHILD REPORT

4
BACKGROUND FOR THIS UPDATE
The State of Florida’s Child report was presented to and adopted by The Florida Cabinet for Children and
Youth on March 17, 2009. In adopting the report, the Cabinet also adopted a recommendation to engage in
a results accountability process as the best way to focus collaborative efforts on achieving the goals for
children and families. The Cabinet spent nearly 1½ years in thoughtful, guided discussion and decision-making
leading to the selection of 13 “headline” indicators on which to focus efforts. In mid to late 2010, the Cabinet
further defined four indicators, one from each goal area, that they believed were most important to be
addressed first. Cross-agency state work groups were formed to provide more information and data on the
four indicators: homeless children, abuse and neglect, kindergarten readiness scores and health insurance.
Statewide, others also began exploring results accountability in their communities. Mark Friedman, well-known
Results-Based Accountability (RBA) expert, was a frequent visitor to Florida, leading numerous workshops and

training sessions on implementing RBA. Notable successes on the local level include The Broward Children’s
Services Council, which has integrated RBA into its funding and accountability process; The Children’s Trust
(Miami-Dade), which restructured its strategic plan using results accountability principles; and The Children’s
Board of Hillsborough County, which is using RBA to frame both population level and performance level
results, with a focus on turning the curve. The Children’s Board also has gone to a shorter term strategic plan
with more leading indicators to focus work on achieve these results by knowing how well they are doing in
advance of the headline indicators.
Throughout the state, there is a growing recognition that by defining the outcomes we collectively want for our
children and families, we can better measure our individual efforts and the strategies that contribute to the
desired outcomes. And we can more accurately determine the impact of one outcome upon another, and who
or what is accountable for results.
To that end, there are some changes between this update and the initial report:
• The 2009 report included 74 indicators in four goal areas. Since that time, the Florida Children and
Youth Cabinet and others engaged in results accountability work have found that outcomes can be
better measured and analyzed using a more streamlined and meaningful set of indicators. This report
contains that set of indicators. The indicators in this report promote the ability to compare across
communities within Florida and across states.
• The initial report contained data at a point in time. This report provides trend line data for the
indicators, so that the state and stakeholders can directly address these critical, results accountability
questions:
5

o Is the trend line okay?
o What are the causes/forces behind the trend line?
o What would it take to change the trend line in a positive direction?
o Who are the partners in this effort?
o What works to change the trend line?
o What is the multi-year action plan and budget to make this happen?
• This report includes a brief summary of the research that answers the question, “why is this important?”
for each indicator. By providing information on an indicator-specific basis, readers will be better able

to understand relationships and make connections between and among individual indicators and goal
areas.
• It is important to know “what works” to improve trend lines. This information is available in the initial
State of Florida’s Child, which is online at www.policygroup.org.
TREND LINES
Every Florida child is healthy




Healthy children are the building blocks of a solid and productive society.
6
All children
need basic health care. Many health problems that might otherwise threaten a child’s
overall well-being and school achievement can be prevented or treated. Approximately
15% of all children nationwide have a chronic condition, and approximately a third of
these are considered moderate to severe.
7
Eighty percent of all non-traumatic health care
spending is attributable to chronic illness, a figure applicable to just 20% of all children.
8
The remaining majority of children have minimal, relatively low intensity/cost needs. All
health care for children and youth should be prevention-based, family-focused and
developmentally-oriented.
9

Indicator definition: Percent of
live births with prenatal care
beginning in the first trimester
Source: Florida Department of
Health, Florida Charts
Note: Florida is among reporting
areas that adopted the 2003
revision of the U.S. Standard
Certificate of Live Birth in 2004 and
2005. According to Betty Serow,
MPH, Ph.D., Senior Health Policy
Analyst for the Florida Department
of Health, this change meant that
the baseline for this data
effectively “started over” in 2005.
WHY IS THIS IMPORTANT? Research has shown that access to primary care for women of reproductive age
encourages early prenatal care, leading to better pregnancy outcomes and healthier children.
10
!


78.5
76.8
75.9
76.9
78.3
0
20
40

60
80
100
2005
2006
2007
2008
2009
Percentage
Mothers beginning prenatal care in the first
trimester
FLORIDA CHILDREN’S CABINET HEADLINE INDICATOR

6


Indicator definition: Live births
weighing more than 5.5 pounds

Source: www.floridacharts.com or
through the NCHS Vital Stats
system,
www.cdc.gov/nchs/VitalStats.htm.
WHY IS THIS IMPORTANT? Children who were born with low birth weight and fewer parental resources have
poorer health, are less likely to work and have lower earnings as adults.
11
The risk of low birth weight
babies for African-American women is greater in segregated neighborhoods than in less segregated areas.
And, mothers of low birth weight babies are 27% less likely to be married than mothers of normal weight
babies.

12




Indicator definition: Deaths
occurring to infants under 1 year of
age per 1,000 live births. The data
are reported by the place of
residence, not the place of death.

Source: www.floridacharts.com
WHY IS THIS IMPORTANT? The cost of intensive neonatal and basic health care for infants born with severe and
life-threatening problems far exceeds the cost of prenatal care and other supports that can prevent these
problems. While infants in every socio-economic category have better odds for survival than in past years,
babies in households at or near poverty face greater risks than infants born to more affluent families.
13

91.2
91.3
91.3
91.2
91.3
0
20
40
60
80
100
2005

2006
2007
2008
2009
Percentage
Infants born at appropriate birth weight
7.2
7.2
7.1
7.2
6.9
0
20
40
60
80
100
2005
2006
2007
2008
2009
Rate
Infant deaths that occur before age 1

7

Indicator definition: Deaths
occurring to infants under 1 year of
age per 1,000 live births, by race.

The data are reported by the place
of residence, not the place of
death.

Source: www.floridacharts.com
WHY IS THIS IMPORTANT? Non-white infants die before age 1 at more than double the rate of white infants.




Indicator definition: Percentage
of 2-year-old children fully
immunized

Source: www.floridacharts.com

WHY IS THIS IMPORTANT? Progress toward immunization of all young children has stalled since 2004.
Immunizations prevent a wide range of diseases, and are a good indicator of child health status. There is no
difference in immunization rates by race, but children in poverty are less likely to receive the combined
series vaccination.
14

86.6
85.2
85.7
85.6
81.9
0
20
40

60
80
100
2005
2006
2007
2008
2009
Percentage
Children who are immunized
5.6
5.5
5.4
12
12.1
11.9
0
20
40
60
80
100
2000-2002
2003-2005
2006-2008
Rate
Infant deaths before age 1 by race
FL white
FL non white

8

Indicator definition: Children 17
and under who were covered by
health insurance at any point
during the year

Source: www.kidscount.org, from
The Urban Studies Institute at the
University of Louisville, analysis of
data from the U.S. Census Bureau
WHY IS THIS IMPORTANT? Children with health insurance have a better chance of receiving routine health care,
thus avoiding preventable health care costs
15
!and increasing school participation and opportunities for
learning. Hispanic children are much less likely than other children to have health insurance. There is little
difference in the percentages of children of other races with insurance.
16




Indicator definition: Percentage
of children 0 through 4 who are
covered by Medikids and Medicaid

Source: www.floridacharts.com
WHY IS THIS IMPORTANT? The data show that the number of children served by KidCare (primarily low-income
children) in Florida increased slightly in 2008, but decreased in 2009, which may mean more children are
uninsured. However, in mid-September 2010, Florida reported that enrollment in KidCare has increased

statewide by 15% in the 15 months since then Governor Crist signed a law making it easier for low-income
families to get health insurance for their children. Maintaining eligibility, however, is difficult for many
parents who cannot pay required fees.
84
83
81
82
82
0
20
40
60
80
100
2004
2005
2006
2007
2008
Percentage
Children with health insurance
FLORIDA CHILDREN’S CABINET HEADLINE INDICATOR
2.1
1.5
2.1
2.6
2.1
0
20
40

60
80
100
2005
2006
2007
2008
2009
Percentage
Children under 5 covered by KidCare

9

Indicator definition: Percentage
of children 0-17 who received
health care in the past 12 months
that meets the American Academy
of Pediatrics (AAP) definition of
medical home, defined as primary
care that is accessible, continuous,
comprehensive, family-centered,
coordinated, compassionate and
culturally effective

Source: www.nschdata.org
WHY IS THIS IMPORTANT? Children with accessible, coordinated primary health care have a medical “home”
where all developmental needs can be identified and addressed.

Indicator definition: Percentage
of children who saw a doctor,
nurse, or other health care
provider for preventive medical
care such as a physical exam or
well-child check-up, during the
past 12 months

Source: www.nschdata.org

WHY IS THIS IMPORTANT? Preventive medical care means problems can be identified and adressed early,
when they are less costly and there is more opportunity for successful outcomes.
43
56.8
0
20
40
60
80
100
2003
2007
Percentage
Children receiving care within a medical
home
78.2
91.5
0
20

40
60
80
100
2003
2007
Percentage
Children receiving a preventive medical
visit in the past year
FLORIDA CHILDREN’S CABINET HEADLINE INDICATOR

10

Indicator definition: Percentage
of children who saw a dentist for
preventive dental care, such as
check-ups and dental cleanings,
during the past 12 months

Source: www.nschdata.org
`WHY IS THIS IMPORTANT? Children from low-income families are less likely to receive dental care and more
likely to have unmet dental needs.
17




Indicator definition: Percentage
of children who received any
treatment or counseling from a

mental health professional
(psychiatrist, psychologist,
psychiatric nurses and/or clinical
social worker)

Source: www.nschdata.org
WHY IS THIS IMPORTANT? Studies have shown a 4 to 10% prevalency rate of clinically significant emotional
and behavioral difficulties among young children, with significantly higher estimates for low-income
children.
18
Of non-instituionalized children 5 to 15 with special needs, 5.5% have a mental disability, by
far the largest percentage among types of disability.
19
These data show that many children are not
receiving the mental health counseling they need. Many issues, if left unaddressed, can lead to other poor
outcomes such as drug use and teen pregnancy.



68.5
0
20
40
60
80
100
2007
Percentage
Children receiving a preventive dental visit
in the past year

54.7
52
0
20
40
60
80
100
2003
2007
Percentage
Children 2-17 with mental health problems
requiring counseling who received mental
health care

11
Helpful links
Kids Count Indicator Brief – Preventing Low Birthweight
www.aecf.org/~/media/Pubs/Initiatives/KIDS%20COUNT/K/KIDSCOUNTIndicatorBriefPreventingLowBir
thWeig/PreventingLowBirthweight.pdf
Kids Count Indicator Brief – Reducing Infant Mortality
www.aecf.org/~/media/Pubs/Initiatives/KIDS%20COUNT/K/KIDSCOUNTIndicatorBriefReducingInfa
ntMortalit/ReducingInfantMortality.pdf
Child Trends Data Bank – Health Care Coverage
www.childtrendsdatabank.org/?q=node/83
Child Trends Data Bank - Immunization
www.childtrendsdatabank.org/?q=node/71
Child Trends Data Bank – Well Child Visits
www.childtrendsdatabank.org/?q=node/85
Child Health and Young Adult Outcomes

www.partnershipforsuccess.org/docs/researchproject_currie_200903_paper.pdf
Child Trends Data Bank – Unmet Dental Needs
www.childtrendsdatabank.org/archivepgs/82.htm
What Works? A Study of Effective Early Childhood Mental Health Consultation Programs
www.aecf.org/KnowledgeCenter/Publications.aspx?pubguid=%7b086A1697-1F82-456F-A9E7-
98706677DAAE%7d



12
TREND LINES
Every Florida child is ready to learn and succeed





The quality of child care and early education and, in particular, the quality of the daily
transactions between providers and the children for whom they are responsible, carry the
weight of the influence of child care/early education on children’s development. The
positive relationship between child care/early education quality and virtually every facet
of children’s development that has been studied is one of the most consistent findings of
developmental science.
20
Staff qualifications are the strongest predictor of program
quality and child outcomes.
21

Meaningful early learning experiences are not entirely relegated to early education and
care settings. A family environment that values learning and creates opportunities for rich

interactions and relationships helps encourage early learning and later educational
success. For all children, not just those in early care and education programs, parents are
the most influential adults in their lives.
High-quality early childhood settings offer economic benefits, as well. The economic
development impacts of quality early childhood settings include effects on regional
economies (in terms of jobs, income and purchase of commodities in other economic
sectors), effects on parents (supporting workers and their employers), and effects on
children (building human capital).
22

Early childhood education costs in Florida amount to $5,750 to $7,584 or more a year
for one child.
23
For low-income families, assistance is essential in order for them to be
able to work and remain self-sufficient. Mothers who receive child care assistance are
40% more likely to remain employed after two years than those who do not receive
assistance.
24
Former welfare recipients with young children are 82% more likely to be
employed after two years if they receive child care assistance.
25
Unfortunately,
assistance often is not available and not provided in quality programs.
26

Studies show that families who lose child care assistance are often forced to quit their
jobs, change work hours, spend their savings, go into debt, turn to welfare, or choose
lower quality, less stable child care.
27

13

Indicator definition: Percent of
births to mothers with no high
school diploma or GED
Source: www.floridacharts.com
WHY IS THIS IMPORTANT? There are positive correlations between a mother’s education and a child’s academic
performance, particularly in cognitive development and academic outcomes.
28





FAIR scores, first year ECHOS scores shown in yellow
Indicator definition: The Florida

Kindergarten Readiness Screener
has two measures: the Early
Childhood Observation System
(ECHOS) and the Florida
Assessments for Instruction in
Reading – K (FAIR-K). The
ECHOS measures benchmarks in
seven domains; the FAIR-K
measures growth and
development of early literacy skills.
Prior to 2009, the DIBELS was
used instead of the FAIR.
Source: www.www.fldoe.org

WHY$IS$THIS$IMPORTANT ?!By age 5, it is possible to predict with depressing accuracy who will complete high
school and college and who won’t.
29
The early years are critical to our future workforce and economy. Currently,
kindergarten readiness scores provide the only available data on children’s early status.
NOTE: Because the second readiness measurement, the FAIR, was recently implemented, baseline data is not
available. And, while the state historically has used the aggregate ECHOS scores to indicate school readiness,
others believe that disaggregated ECHOS scores more clearly and accurately show percentages of children at
various levels of “readiness.”
20.9
21
20.8
19.6
18.7
0
20

40
60
80
100
2005
2006
2007
2008
2009
Percentage
Children of mothers with fewer than 12
years of education
88
87.94
88.51
0
20
40
60
80
100
2007
2008
2009
Percentage
Children whose kindergarten entry scores
show they are ready for school
ECHOS
FLORIDA CHILDREN’S CABINET HEADLINE INDICATOR

14


Indicator definition: Percentage
of early childhood staff with a
bachelor’s degree
(Based on data collected by the
65% of facilities that report this
data to DCF; this does not include
staff credentials from counties who
conduct their own child care
licensing independent of the state.
As well, the calculation does not
include those staff who work with
mixed age groups or staff who
work with children 5+ years of age)

Source: Florida Department of
Children and Families
WHY$IS$THIS$IMPORTANT ?!Staff qualifications are the strongest predictor of program quality and child
outcomes.
30
Yet most of Florida’s young children are taught by staff without bachelor’s degrees. These
numbers have not changed significantly over the past five years.



Indicator definition: Percentage
of licensed facilities with
accreditation by the National

Association for the Education of
Young Children (NAEYC)

Source: The Florida Children’s
Forum

WHY$IS$THIS$IMPORTANT ?!Quality programs can launch poor children onto a trajectory of success beginning
with social skills and academic achievement and leading to higher graduation rates and less crime and
delinquency,
31
especially for poor children who otherwise arrive at kindergarten already way behind their
higher income peers. Accreditation by the National Association for the Education of Young Children is
considered to be one indicator of program quality, yet few programs achieve this accreditation.
11
11
11
12
11
0
20
40
60
80
100
2005
2006
2007
2008
2009
Percentage

Early childhood staff with bachelor's
degrees
7
0
20
40
60
80
100
2009
Rate
Child care facilities accredited by the
NAEYC
FLORIDA CHILDREN’S CABINET HEADLINE INDICATOR

15

Indicator definition: Percentage
of family child care homes
accredited by the National
Association for Family and Child
Care (NAFCC)

Source: The Florida Children’s
Forum

WHY$IS$THIS$IMPORTANT ?!Quality programs can launch poor children onto a trajectory of success beginning
with social skills and academic achievement and leading to higher graduation rates and less crime and
delinquency,
32

especially for poor children who arrive at kindergarten already way behind their higher
income peers. Accreditation by the National Association for Family and Child Care is considered to be one
indicator of family child care home program quality, yet few programs achieve this accreditation.!




Indicator definition: Percentage
of children 0-5 whose families read
to them every day

Source: www.nschdata.org


WHY$IS$THIS$IMPORTANT ?!Early literacy skills are fostered when adults, especially parents, read to young
children.
7
0
20
40
60
80
100
2009
Percentage
Child care programs accredited by the
NAFCC
42.9
47.1
0

20
40
60
80
100
2003
2007
Percentage
Children whose families read to them daily
FLORIDA CHILDREN’S CABINET HEADLINE INDICATOR

16

Indicator definition: Percentage
of children 0-5 whose families sing
or tell them stories every day

Source: www.nschdata.org

Note: This data was not collected
for the 2003 National Survey of
Child Health (NSCH).

WHY$IS$THIS$IMPORTANT ?!Early literacy skills are fostered when adults, especially parents, interact verbally
with children. Singing and story telling are two easy ways to do this.
$
$
$

Indicator definition: Percentage

of total students in grade 3 who
scored at or above achievement
level 3 in FCAT reading*

Source:
/>raphics/

WHY$IS$THIS$IMPORTANT ?!Concern over dropout and graduation rates leads to a focus on prevention. Children
often drop out of school because they lost interest or weren’t successful in middle school, based on grade
retention and academic struggles in earlier grades. Most often, the academic struggles center on the
inability to read proficiently.
33
Therefore, dropout prevention must begin in the early grades.

* Level 5: Successful with the most challenging grade-level content
Level 4: Mostly successful with challenging grade-level content
Level 3: Partly successful with grade-level content – performance is on grade level
Level 2: Limited success with grade-level content
Level 1: Minimal success with grade-level content
(
38
36
38
39
39
0
20
40
60
80

100
2006
2007
2008
2009
2010
Percentage
Children scoring on or above achievement
level 3 in FCAT reading
63.6
0
20
40
60
80
100
2007
Percentage
Children whose families sing or tell them
stories daily

17

Indicator definition: Percentage
of total students in grade 3 who
scored at or above achievement
level 3 in FCAT math*

Source:
/>raphics/

WHY$IS$THIS$IMPORTANT ?!As with early reading scores, early math scores can predict later academic success
or failure.

* Level 5: Successful with the most challenging grade-level content
Level 4: Mostly successful with challenging grade-level content
Level 3: Partly successful with grade-level content – performance is on grade level
Level 2: Limited success with grade-level content
Level 1: Minimal success with grade-level content
(
$


Indicator definition: In
September 2009, the Florida State
Board of Education (SBE)
approved the state’s new high
school grading formula, which
incorporates graduation rates into
the grading of high schools. The
graduation rate the SBE chose to
use in the new grading formula is
the state’s National Governors
Association (NGA) Compact
graduation rate, which includes
standard and special diplomas but
excludes GEDs, both regular and
adult.
Source: www.www.fldoe.org, Data
Report: Florida Public High School

Graduation Rates 2008-2009,
Series 2010-09D, November 2009
WHY$IS$THIS$IMPORTANT? Failure to graduate from high school means lower lifetime earnings and fewer
opportunities for economic success. Quality early learning experiences can help improve a child’s success in
school and likelihood of graduating.
34
!!!

NOTE:!For the 2009-2010 year, Florida reported a 79% graduation rate. However, that rate did not count
15,000 students who went into adult education programs. If they were included, the graduation rate for
2009-2010 would drop to 73.3%, according to an analysis by the St. Petersburg Times. For the class of
2012, the state will move to a new graduation rate formula, established by the federal government, that
does not discount adult education transfers.
37
41
43
46
45
0
20
40
60
80
100
2006
2007
2008
2009
2010
Percentage

Children scoring on or above achievement
level 3 in FCAT math
68.9
70.3
73.1
76.3
79
0
20
40
60
80
100
2005
2006
2007
2008
2009
Percentage
High school graduation rate

18



Indicator definition: Florida’s
dropout rate is the percentage of
9
th
- through 12th-grade dropouts

compared to the 9th- through 12th-
grade total, year-long student
membership. A dropout is defined
as a student who withdraws from
school for any of several reasons
without transferring to another
school, home education program,
or adult education program.
Source:
www.fldoe.org/eias/eiaspubs/drop.
asp
WHY$IS$THIS$IMPORTANT ?!Dropping out of school means lower lifetime earnings and lessened opportunities
for economic success.

Helpful links
Does Readiness Matter? How Kindergarten Readiness Translates Into Academic Success
www.appliedsurveyresearch.org/www/products/DoesReadinessMatter_ALongitudinalAnalysisFINAL3.pdf
Learning to Read – Early Warning! Why Reading by the End of Third Grade Matters

Research on Quality Child Care for Infants and Toddlers
www.appliedsurveyresearch.org/www/products/DoesReadinessMatter_ALongitudinalAnalysisFINAL3.pdf
The Costs of Disinvestment: Why States Can’t Afford to Cut Smart Early Childhood Programs
www.partnershipforsuccess.org/uploads/20100402_CostsofDisinvestmentweb.pdf
Long-Run Economic Effects of Early Childhood Programs on Adult Earnings
www.partnershipforsuccess.org/uploads/20090504_LongRunAdultEarningsReport.pdf
Investing in Florida’s Children: Good Policy, Smart Economics
www.policygroup.org/downloads/2010-08-15%20Investing%20in%20Floridas%20Children%20-
%20Good%20Policy%20Smart%20Economics.pdf
3
3.5

3.3
2.6
2.3
0
20
40
60
80
100
2005
2006
2007
2008
2009
Percentage
Dropout rate

19
TREND LINES
Every Florida child lives in a stable and nurturing family



Healthy child development encompasses more than just health. The early years of life
matter because early experiences affect the architecture of the maturing brain. As it
emerges, the quality of that architecture establishes either a sturdy or a fragile foundation
for all of the development and behavior that follows - and getting things right the first
time is easier than trying to fix them later.
When interpersonal experiences are disruptive, neglectful, abusive, unstable, or otherwise
stressful, they increase the probability of poor outcomes. Severe or chronic stress releases

harmful chemicals in the brain that impair cell growth and make it harder for neurons to
form healthy connections.
35
The child’s family and home environment can produce stress in
a variety of ways, including lack of resources, abuse and neglect and domestic violence.








Indicator definition: Children
under age 18 living in families with
incomes above the federal poverty
level, as defined by the U.S. Office
of Management and Budget. In
calendar year 2009, a family of two
adults and two children fell in the
“poverty” category if their annual
income fell below $21,756.

Source: www.kidscount.org

WHY IS THIS IMPORTANT? Children who spend their lives in households that are poor are more likely to lack
nutrition, quality housing and geographical stability, among other critical resources. Children who grow up
poor are also more likely to become teenage parents, drop out of high school, and be unemployed as
young adults.
36

The percentage dropped noticeably in 2009, likely as a result of the economic downturn.
82
83
83
82
79
0
20
40
60
80
100
2005
2006
2007
2008
2009
Percentage
Children living in families with income
above the poverty threshold
FLORIDA CHILDREN’S CABINET HEADLINE INDICATOR

20

Indicator definition: Rate per
1,000 children of those who have
““verified” evidence of being
abused or neglected
Source: National Child Abuse and
Neglect Data System, as reported

at
wwwcwoutcomes.acf.hhs.gov/data
/downloads/pdfs/florida.pdf
Note: Children with more than one
report of substantiated or indicated
maltreatment may be counted
more than once

WHY$IS$THIS$IMPORTANT?!Maltreatment at an early age is related to poor birth and developmental outcomes
(40-56%),
37
and up to 82% of maltreated infants will have problems making affectionate bonds with
caregivers.
38
In Florida, infants under 1 are abused most often, followed very closely by toddlers 1 and 2
years old.
39
As they grow older, maltreated children are at higher risk than non-abused children for
problems in school including behavioral difficulties, truancy, delinquency, substance abuse and mental
illness.
40
Many addictions and mental health problems that endure through adulthood are established early
in life.
41

Indicator definition: Rate of
births per 1,000 females 15-19

Source: www.kidscount.org

WHY IS THIS IMPORTANT? Poverty, inadequate social support, mothers’ lack of education, mothers’ cognitive
immaturity, and greater maternal stress have all been suggested as possible factors ontributing to poor
social and educational outcomes for the children of teen mothers.
42
These factors tend to be worse for
younger teen mothers.
33.1
13.1
12.6
12.1
0
20
40
60
80
100
2006
2007
2008
2009
Rate
Children who are maltreated
22
22
23

23
21
74
75
82
82
76
0
20
40
60
80
100
2004
2005
2006
2007
2008
Rate
Teen births
15-17 year olds
18-19 year olds
FLORIDA CHILDREN’S CABINET HEADLINE INDICATOR
FLORIDA CHILDREN’S CABINET HEADLINE INDICATOR

21

Indicator definition: Births
occurring to women who were
unmarried at the time of the birth

Source: www.floridacharts.com

WHY IS THIS IMPORTANT? An economically stable family is especially important for the young child. Generally,
in a two-parent family, income is greater.





Indicator definition: The share of
children under age 6 whose
resident parents are in the civilian
labor force

Source:
www.factfinder.census.gov

WHY IS THIS IMPORTANT? An economically stable family is especially important for the young child. Generally,
with both parents employed, family income is greater. The percentages changed dramatically beginning in
2009, likely as a result of the recent economic downturn.
42.8
44.6
46.1
46.9
47.7
0
20
40
60

80
100
2005
2006
2007
2008
2009
Percentage
Births to unmarried women
62
64
64
67
54
0
20
40
60
80
100
2005
2006
2007
2008
2009
Percentage
Children under age 6 with all available
parents in the labor force

22

Indicator definition: The share of
elementary school-age children (6
to 17) whose resident parents are
in the civilian labor force

Source:
www.factfinder.census.gov

WHY IS THIS IMPORTANT? An economically stable family is especially important for children. Generally, with
both parents employed, family income is greater. The percentages changed dramatically beginning in
2009, likely as a result of the recent economic downturn.





Indicator definition: Median
annual income for families with
related children under age 18 living
in the household. "Related
children" include the householder's
(head of the household) children
by birth, marriage, or adoption; as
well as other persons under age
18 (such as nieces or nephews)
who are related to the householder
and living in the household.

Source: www.kidscount.org

WHY IS THIS IMPORTANT? An economically stable family is especially important for children. It is likely that the
median family income has decreased as a result of the recent economic downturn.
64
65
64
65
67
62
0
20
40
60
80
100
2004
2005
2006
2007
2008
2009
Percentage
Children 6-17 with all available parents in
the labor force
$48,300
$50,800
$52,500
$52,700
$48,800
$0

$20,000
$40,000
$60,000
$80,000
$100,000
2005
2006
2007
2008
2009
Amount
Median family income for families with
children

23


Indicator definition: Percentage
of children under age 18 who live
with their own single parent either
in a family or subfamily. In this
definition, single-parent families
may include cohabiting couples
and do not include children living
with married stepparents. Children
who live in group quarters (for
example, institutions, dormitories,
or group homes) are not included
in this calculation.

Source: www.kidscount.org

WHY IS THIS IMPORTANT? An economically stable family is especially important for the young child. Generally,
the income of single-parent families is less, and single parents may not have other important resources, such
as time to spend with their children.





Indicator definition: Percentage
of children in state foster care who
were adopted in fewer than 12
months !
Source: Adoption and Foster
Care Analysis and Reporting
System, online at
www.cwoutcomes.acf.hhs.gov/dat
a/
WHY IS THIS IMPORTANT? All children need a stable home. Children who move from one care provider to
another have shown impaired academic progress, especially in the early years. And moving many times
increases their odds of not graduating.
43


8.7
9.1
10.5
9.3
0

20
40
60
80
100
2006
2007
2008
2009
Percentage
Children in foster care who are placed in
a permanent home within 12 months
36
35
36
36
38
0
20
40
60
80
100
2005
2006
2007
2008
2009
Percentage
Children in single-parent families

24


Helpful links
The Children of Teen Parents
www.cpeip.fsu.edu/resourceFiles/resourceFile_78.pdf
Family Risk Factors and the Link to Adolescent Childbearing
www.cpeip.fsu.edu/resourceFiles/resourceFile_72.pdf
Economic Costs of Early Childhood Poverty: Raising Young Children Out of Poverty Can Substantially
Improve Their Odds of Economic and Life Success
www.partnershipforsuccess.org/docs/researchproject_duncan_200802_paper.pdf
Kids Count Indicator Brief: Increasing the Percentage of Children Living in Two-Parent Families
www.aecf.org/~/media/Pubs/Initiatives/KIDS%20COUNT/K/KIDSCOUNTIndicatorBriefIncreasingthePer
centag/Two%20Parent%20Families.pdf
Kids Count Indicator Brief: Increasing the Number of Children Whose Parents Have Stable Employment
www.aecf.org/~/media/Pubs/Initiatives/KIDS%20COUNT/K/KIDSCountIndicatorBriefIncreasingthePerce
ntage/StableEmployment.pdf