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Technical Documentation Child Opportunity Index 2.0 Technical Documentation diversitydatakids.org January 15, 2020 Clemens Noelke, Nancy McArdle, Mikyung Baek, Nick Huntington, Rebecca Huber, Erin Hardy, Dolores Acevedo-Garcia Institute for Child, Youth and Family Policy The Heller School for Social Policy and Management Brandeis University Suggested Citation: Noelke, C., McArdle, N., Baek, M., Huntington, N., Huber, R., Hardy, E., & Acevedo-Garcia, D. (2020). Child Opportunity Index 2.0 Technical Documentation. Retrieved from diversitydatakids.org/research- library/research-brief/how-we-built-it.. We gratefully acknowledge the generous funding provided by the W.K. Kellogg Foundation and the Robert Wood Johnson Foundation. The findings and opinions expressed in this report are our own and do not represent the views of the aforementioned funding agencies. 2 T ABLE OF CONTENTS Introduction 6 Domains and indicators 7 Data and methods 12 Results 21 Appendix 1.1: Education domain indicators and sources 28 Appendix 1.2: Health and environment domain indicators and sources 30 Appendix 1.3: Social and economic domain indicators and sources 33 Appendix 2: School indicators 35 Appendix 3: Linking census tracts over time 42 References 44 3 L IST OF A BBREVIATIONS ACS American Community Survey ASD Administrative school district CDC Centers for Disease Control and Prevention CCD NCES Common Core of Data COI Child Opportunity Index ECE Early childhood education EPA Environmental Protection Agency FRPL Free or reduced-price lunch GS GreatSchools GSD Geographic school district NAEP National Assessment of Educational Progress NCHS National Center for Health Statistics NCES National Center for Education Statistics CRDC Civil Rights Data Collection OLS Ordinary Least Squares RMSE Root Mean Squared Error RWJF Robert Wood Johnson Foundation SEDA Stanford Education Data Archive SES Socioeconomic status USDA United States Department of Agriculture USALEEP U.S. Small-area Life Expectancy Project WKKF W.K. Kellogg Foundation 4 “Children are not the people of tomorrow, but people to- day... They should be allowed to grow into whoever they were meant to be—The unknown person inside each of them is the hope for the future.” Janusz Korczak, Polish pediatrician, author and Holocaust survivor P REFACE Established in 2014 with support from the W.K. Kellogg Foundation and the Robert Wood Johnson Foundation, diversitydatakids.org set out to fill an urgent need for a rigorous, equity-focused research program with a clear mission to help improve child wellbeing and increase racial and ethnic eq- uity in opportunities for children. We believe all children deserve the opportunity to thrive. We also believe that when opportunity is shared equitably, everyone benefits. For children, opportunity includes the conditions and resources they need to grow up healthy and learn. This includes the resources available to their families, in the schools they attend and in the neighborhoods where they live. The launch of the Child Opportunity Index 2.0 marks a new chapter in our mission. The Child Opportunity Index (COI) 2.0 measures neighborhood resources and conditions that matter for children’s healthy development. COI 2.0 allows us, for the first time, to compare the level of opportunity that neighborhoods provide for children across the U.S. in a single metric. We hope that the index provides our thriving community of users with the information they need to make a positive impact through further research, community conversations about equity, and actions to change policy and allocate resources to increase equitable access to opportunity for all chil- dren. 5 planners and national equity-focused organiza- tions. They have used the COI to increase aware- I NTRODUCTION ness of equity, promote community discussions, The neighborhoods where children live, learn target services and programs, better understand and play influence their later life outcomes, in- the connections between neighborhoods and cluding their economic mobility, educational at- health and inform needs assessments, resource tainment and health. The Child Opportunity Index allocation and policy development. (COI) 2.0 measures neighborhood resources and COI 2.0 allows users to answer questions such conditions that matter for children’s healthy de- as: Which and where are the metropolitan areas velopment. COI 2.0 allows us, for the first time, to and neighborhoods with the highest and lowest compare the level of opportunity that neighbor- levels of child opportunity? What is the extent of hoods provide for children across the U.S. in a inequality between lower and higher opportunity single metric. neighborhoods within and between metro areas? COI 2.0 is unique and distinct from other oppor- Do all children enjoy access to higher oppor- tunity indices in its focus on contemporary child- tunity neighborhoods or are there racial/ethnic relevant neighborhood features. It offers a sum- inequities? COI 2.0 allows users to explore levels mary measure of the quality of neighborhoods and inequalities of child opportunity across the children experience every day across the U.S. COI country, or more specifically in their state, metro 2.0 includes 29 indicators that measure neigh- area, city or neighborhood. borhood-based opportunities for children includ- While COI 2.0 builds on the previous 2014 re- ing but not limited to access and quality of early lease of the index (COI 1.0), its construction uti- childhood education (ECE), high-quality schools, lized additional, and in some cases new green space, healthy food, toxin-free environ- measures and distinct methodologies. COI 2.0 ments, socioeconomic resources and more. The should therefore not be considered directly com- 29 indicators are grouped into three domains: parable to COI 1.0. Table 1 outlines key differ- education, health and environment and social ences between the two versions. COI 1.0 in- and economic. cluded information on 19 indicators covering COI 2.0 is available for virtually all neighborhoods three domains of opportunity. 2.0 Index Child Opportunity (census tracts) in the 50 U.S. states and Washing- For COI 2.0, we revisited the indicators and ton, D.C. for two time points, 2010 and 2015. It is methods for constructing the index. We in- accessible via an interactive web application that creased the number of indicators to 29. While allows users to explore the COI 2.0 in their com- COI 1.0 was only available for census tracts in the munities and across the U.S., as well as a down- 100 largest metro areas, COI 2.0 is available for loadable database that provides a single, harmo- (virtually) all census tracts in the U.S. (>72,000 nized database of the composite index measures tracts). While COI 1.0 was available for 2010, COI and individual indicators of child opportunity that 2.0 is available for 2010 and 2015. For COI 2.0, in- comprise the index. dividual component indicators and the compo- COI 2.0 is based on COI 1.0, which was jointly site index itself are comparable over time and developed with the Kirwan Institute for the Study across neighborhoods, allowing users to study of Race and Ethnicity at Ohio State University and change in opportunity in their communities over launched in 2014. Since then, the COI has drawn time and to compare their community to their users from diverse sectors and communities and city, metro area, state or anywhere in the country. been used in numerous applications. Among the Finally, we modified the methodologies for con- users are local service providers, community or- structing specific indicators and for combining in- ganizations, media, researchers, policymakers, dicators into three domains and overall scores. In 6 Table 1. Key differences between COI 1.0 and D OMAINS AND INDICATORS COI 2.0 Neighborhood factors shape children’s access to resources and experiences that promote healthy COI 1.0 COI 2.0 development, and children’s exposure to risks • 19 indicators • 29 indicators that can hinder development. Neighborhoods are multi-dimensional, influencing child develop- • 47,000 census • >72,000 census tracts (100 largest tracts ment through numerous causal pathways. 1-4 metro areas) Drawing on our previous work and related work on neighborhoods and child and human development,5; 6 we group neighborhood fea- • 2010 data • 2010 and 2015 data tures into three domains, or pathways, through • Data comparable • Data comparable which neighborhood environments influence within metro areas within and across child development: education, health and envi- metro areas, and ronment and social and economic opportunity. over time Each domain in turn includes subdomains that capture distinct features, e.g., secondary educa- • All indicators • Indicators have indi- weighted equally vidual, varying tion and exposure to environmental toxins. when combined weights based on The selection of indicators for each domain is into the index. how strongly they grounded in a comprehensive, cross-disciplinary predict health and literature review, and is further informed by our economic out- work with users of COI 1.0. Our review has identi- fied key features of neighborhoods relevant to COI 1.0, each indicator in the index was weighted healthy child development, identified the mecha- equally, while in COI 2.0 each indicator has an in- nisms through which these features affect chil- dividual weight based on how strongly the indi- dren’s outcomes and identified high-quality re- cator predicts health and economic outcomes, search evidence supporting their inclusion in the which improves the predictive validity of the in- index. dex. 2.0 Index Child Opportunity Furthermore, we have conducted extensive anal- In the following sections, we provide an overview yses of the predictive validity of domain and indi- of the 29 indicators included in the index for each vidual component indicators, which directly in- of the three domains (education, health and envi- formed how we constructed the overall index. ronment, social and economic) and outline the The weight that each indicator and domain is scientific rationale for including them.
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