Data can tell a story or answer a question. Head Start programs collect and use a lot of data. Knowing how to collect and use health data can help a health manager make decisions based on this information. Data also supports accountability and continuous quality improvement.
Each Head Start program collects health data about the children, families, and communities it serves. This information helps programs learn about the families’ and community’s needs and plan the health and mental health services they will offer.
For example, child health data gives information about each child’s health, which can affect their daily attendance and learning. Program health data allows health managers and program leaders to recognize health and safety trends for the whole program. Community health data can help programs learn about local resources and barriers to health care and other services. All this data can help programs meet the health and wellness needs of families.
Health data is important in program planning and can help health managers manage health and mental health services.
Head Start Health and Mental Health Services Competencies
- L-5 S Gather and use community health data, make use of available resources, and develop strategies to address service delivery gaps and barriers to care.
- L-6 S Use data to plan, implement, and evaluate health services.
- L-7 S Report program-level health information to meet program, Federal, Tribal, and State requirements, and requests, including the Head Start Program Information Report (PIR)
Head Start Program Performance Standards Related to Health Data
Quantitative data is information that can be counted or measured. It is useful for understanding the frequency of health problems and community trends.
Qualitative data is descriptive information, often gathered through open-ended questions or discussions. It can offer insights for analyzing data and making a plan to address concerns.
Social Determinants of Health Considerations
The social determinants of health (SDOH) are the non-medical factors that influence health outcomes. They can be positive (improve health) or negative (harm health). For example, people who live in communities with good schools, plenty of doctors, safe parks, and stores that sell healthy food may be healthier than people who live in communities without those advantages.
Knowing about the positive and negative SDOH that affect children and families can help programs decide which health and mental health services to offer.
Programs can collect and use SDOH data in two ways. Quantitative data can help staff understand the issues that affect the health and well-being of people in a community. This kind of data can show whether certain diseases are more common in the community, or how many pediatric dentists have offices nearby.
Qualitative data, such as data from discussions with families about their experiences, can help staff learn more about specific challenges like wait times for mental health care appointments or why it might be difficult for children to play outside. Using data to learn about SDOH can help programs address the underlying conditions that may make it harder for some children and families to be healthy.
For example, if a community doesn’t have public transportation, the program can assess what families need to get to health care appointments and then budget for transportation services. The United States Census Bureau has data on income, housing, transportation, and access to health insurance. Searches are available by state, county, city or town, school district, Tribal area, or ZIP codes. Members of the Health and Mental Health Services Advisory Committee (HMHSAC) can look at child, program, and community health data to learn more about the impact of SDOH on Head Start children and families
