What's Data Got to Do with It?

I love data. If you have ever worked with me or participated in one of the trainings I facilitate at the McCormick Center for Early Childhood Leadership, this is no surprise. To me, data represent information. I liken examining data to looking under the hood of a car—it allows you to see what is happening under the surface, challenges you to consider things from a new perspective, and provides you with information to make connections you might never have imagined otherwise!

But if you are a family child care provider, you may be thinking, “that is all well and good for someone like Robyn who conducts research, but I am a family child care provider; what’s data got to do with me?” The answer is “A lot!” Regardless of whether you are conducting formal research or running a child care business, data can help you identify all kinds of things about your program that you might not otherwise notice and then gives you the power to make more informed decisions.

Data can alert you to relationships between two or more things that might otherwise seem unrelated. It can also help you clarify the nature of the relationship(s). As a provider, you may notice that your bank account is lower than normal and think it is the result of extra spending at the grocery story. Data from tracking your expenses helps you determine if your grocery bill is in fact the culprit or if, for example, an increase in your electricity bill is to blame. If your hunch is correct about the groceries, and you track the contents or categories of your purchases, the data can also tell you if there are specific items that are driving-up the overall bill. This lets you make data-driven decisions about your finances—it gives you the power to reflect on, and potentially change, some of your shopping habits (e.g., search for coupons, buy in bulk, shop at a different store) or make needed adjustments to your future budget. Data in the form of recordkeeping also provides valuable information that can impact a family child care program’s taxes.

Data also helps you better predict and adjust for the future. For example, demographic data about increased birth rates in your area may alert you that there will be an increase in demand for infant and toddler care which may influence your marketing techniques or lead you to consider adding infant or toddler slots to your program. Data from a formal assessment tool like the Business Administration Scale for Family Child Care (BAS)¹ identify and celebrate what areas of quality you are doing well in, as well as pinpoint targeted areas for improvement.

“What gets measured, gets done” is a mantra you may have heard before and while its roots are unclear, it is thought to date back to a mathematician, cartographer, and astronomer from the 16^th century named Georg Joachim Rhetic—which makes sense given his professions!^2,3 I like to think about data collection as an important part of the measuring process and I favor the common take on the saying that states, “what matters gets measured and what gets measured matters.” In line with this, there a number of things you can be collecting data on every day in your family child care program that will matter for both the financial health of your program and the sustainability of the business itself!

The following are a few more examples of data collection related to items in the BAS and how the data are useful:

Data tracking income and expenses helps you not only monitor your current financial health, but also create a budget by considering past habits and trends when forecasting future expenses and revenue (BAS Item 4).
Data tracking the number of meals and snacks served to children and paid assistants can be used to not only help you get reimbursed from the Federal Food Program, but also help you claim food expenses on your taxes (BAS Item 5).
Data tracking the hours you work in the family child care program when children are and are not there helps you calculate a more accurate Time-Space Percentage, which may lead to larger tax deductions on shared expenses associated with the business use of the home (BAS Item 5).
Data collected and records kept about all potential clients who inquire about child care openings, even when you are full or do not serve the age group that was asked about, can help you target future marketing efforts and provides you with a “ready-to-call” list should you find yourself in need of filling child care slots quickly (BAS Item 9).

What other data can you collect in your program and how can that data inform your business practices? The Using Data to Inform Business Practices printable resource is designed to help you reflect on the data you already collect as well as data you want to collect in the future and think through how that data can be used to support or inform your business practices.

Looking for more information about creating a budget or calculating your Time-Space Percentage? Take a look at these previous blogs:

References

¹Talan, T. T. & Bloom, P. J. (2018). Business Administration Scale for Family Child Care. Teachers College Press.

²Henderson, R. (2015). What gets measured gets done. Or does it? Forbes. Retrieved from: https://www.forbes.com/sites/ellevate/2015/06/08/what-gets-measured-gets-done-or-does-it/?sh=68791e513c87

³Cornell, M. (2007). What’s your feed reading speed. Making Binary Artifacts | Thinking | Living the Experiment-Driven Life. Retrieved from: http://www.matthewcornell.org/blog/2007/7/30/whats-your-feed-reading-speed.html

If you are interested in learning more about virtual and in-person professional development opportunities for family child care providers, including Taking the Lead, our Leadership Academy designed specifically for family child care providers, contact the McCormick Center.

Robyn Kelton, M.A., is a Quality Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University (NLU). Robyn conducts training and research on the Business Administration Scale for Family Child Care (BAS) and the Program Administration Scale (PAS) and serves as a national reliability anchor for both tools. In addition, Robyn reviews BAS and PAS assessments for the assessor certification system. Robyn holds a Bachelor of Arts degree in psychology from the University of Kansas and a Master of Arts degree in psychology with an advanced certificate of study in organizational psychology from NLU. Robyn is currently a doctoral student in the brain, behavior, and quantitative science psychology program at the University of Kansas. Prior to joining the McCormick Center, Robyn spent three years as a lead teacher in a kindergarten classroom for an after-school program. Robyn’s research interests include leadership in early care and education, family child care, child development, and autobiographical memory.

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My Bookshelf: Titles That Inspire, Inform, and Influence

By Barb Volpe • July 14, 2025

by barb volpe This summer, as I dove into Mindset : The New Psychology of Success by Carol Dweck, I found myself reflecting on the books that have shaped how I think, lead, coach, and grow—not just as a professional, but as a person. These books have informed how I show up in my work: how I support others, design and facilitate professional learning, and continue to learn myself. So, I thought I’d share what’s on my shelf—the books I’ve read and returned to, and the ones I’m looking forward to next. Maybe one will speak to you, too. Books I’ve Read (or Reread) This Year (These have sparked recent insights or support current work.) The PD book: 7 Habits that Transform Professional Development by Elena Aguilar and Lori Cohen . I love a book that is a perfect blend of the “why” and “how to” for designing transformational professional development. I am a big fan of Elena Aguilar’s books, and this is one of my favorites. Lose the Lecture: Engaging Approaches to Early Childhood Professional Learning by Teresa A. Byington . Another great book with lots of tips and strategies to engage early childhood adult learners. This book is great for those who facilitate (coaches, mentors, early childhood directors, and trainers). It gave me new tools for designing interactive sessions. Switch: How to Change Things When Change is Hard by Chip Heath and Dan Heath . A go-to resource on leading change, packed with memorable stories and practical strategies. The ideas of “directing the rider, motivating the elephant, and shaping the path” stuck with me. The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever by Michael Bungay Stanier . This book is approachable, concise, and surprisingly powerful—it offers a way to ask key questions for coaching in your regular routine. Onward: Cultivating the Emotional Resilience in Educators by Elena Aguilar . I found myself returning to this throughout the year. It’s not just a book—it’s a companion through the ups and downs of working in education. Books I Return to Again and Again (These books live close by. They are grounding, uplifting, and continue to offer new insights no matter how many times I read them.) Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults by Jane Vella . Every time I revisit this book, I’m reminded of the power of listening and true dialogue in adult learning. A must-read for anyone who facilitates learning. Circle of the Nine Muses: A Storytelling Field Guide for Innovators and Meaning Makers by David Hutchens . A playful and powerful guide to using storytelling in professional settings. I return to it when I want to bring more heart and creativity into facilitation. Inspiring Peak Performance: Competence, Commitment, and Collaboration by Paula Jorde Bloom, Ann Hentschel, and Jill Bella . An excellent guide for leaders aiming to build strong teams. It offers frameworks that feel grounded in real early childhood contexts. Reflecting in Communities of Practice: A Workbook for Early Childhood Educators by Deb Curtis, Debbie Lebo, Wendy C.M. Cividanes, Margie Carter . A hands-on, thoughtful workbook that helps teams go deeper together. The reflection prompts are gold for peer learning teams and coaching. The Art of Awareness: How Observation Can Transform Your Teaching by Deb Curtis and Margie Carter . Reading this feels like an invitation to slow down and truly see children. A beautiful reminder of why observation matters. Leading with Heart and Soul by Toni Christie . A heartfelt book on leadership that blends personal reflection with professional purpose. It speaks to the soul of early childhood leadership. I simply love this book; it brings me back to my “why”. Graceful Leadership in Early Childhood Education by Ann McClain Terrell . This book models leadership that is dignified, values-driven, and relationship-based. It’s like a wise mentor in book form. The Art of Possibility: Transforming Professional and Personal Life by Rosamund Stone Zander and Benjamin Zander . This book helps me reframe challenges and step into possibility. It’s equal parts philosophical and practical—a favorite when I need inspiration. Books Waiting for Me (On my “to-be-read” list, each is chosen with curiosity and intention. I’m looking forward to what they will teach me!) Power of Moments: Why Certain Experiences Have Extraordinary Impact by Dan Heath and Chip Heath Joy, Inc.: How We Built a Workplace People Love by Richard Sheridan Small Teaching: Everyday Lessons from the Science of Learning by James M. Lang Breath: The New Science of a Lost Art by James Nestor Respect: An Exploration by Sara Lawrence-Lightfoot Exit: The Endings That Set Us Free by Sara Lawrence-Lightfoot These books have informed how I lead, learn, and reflect. I share this list not as a prescription, but as an invitation. I’d love to hear what’s on your bookshelf! Here are a few questions to get you thinking: What is a book that shaped your thinking or affirmed your values? Which titles do you return to again and again—and why? What kind of learning or growth are you seeking right now? Is there a book that might support that journey? What book would you recommend to someone stepping into leadership for the first time? Is there a story or quote from a book that has stayed with you? Each time I finish a good book, I feel like something in me has shifted—even if just a little. The stories, ideas, and questions stay with me and often show up in unexpected ways in my work and life. As Oliver Wendell Holmes Jr. said, “The mind, once stretched by a new idea, never returns to its original dimensions.” I share this list not because I have all the answers, but because these books have helped stretch my thinking—and maybe one or two of them will do the same for you.