Transcript Displaying Survey Results

Transforming Education into an
Information-Based Sector
Ed Week’s Making Data Matter Leadership Forum
Aimee Rogstad Guidera
April 7, 2010
Parents: you can’t escape them…
S
D
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Changing the Culture around
Data in Education
Helping Educators view Data
Not as a Hammer
But as a Flashlight
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Moving along the
Accountability Spectrum
Compliance Reporting
Accountability (rearview mirror view—what we did
well/not so well)
Continuous Improvement (looking out the front
window)
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Do you want to know…..?






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Which schools produce the strongest academic growth for their
students?
What achievement levels in middle school indicate that a
student is on track to succeed in rigorous courses in high
school?
The % of 9th graders who successfully receive a high school
diploma 4 years later?
Which high school performance indicators (e.g., enrollment in
rigorous courses or performance on state tests) are the best
predictors of students' success in college or the workplace?
The %of high school graduates who go on to college take
remedial courses?
Which teacher preparation programs produce the graduates
whose students have the strongest academic growth?
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The Power of Longitudinal Data
 Longitudinal Data — data gathered on the
same student from year to year — makes it
possible to:
 Follow individual student academic growth
 Determine the value-added of specific
programs
 Identify consistently high-performing
schools/classroom/systems worthy of study
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State of the Nation
State Progress: Elements by Elements
DQC 10 State Actions to Ensure Effective Data Use
Changing the Culture Around Data Use and Maximizing States’
Investments in Longitudinal Data Systems for Continuous Improvement
CHANGING and
enriching the type
of information
stakeholders can
get…
Link
Systems
Ensure
Access and
Use
Build
Capacity
CHANGING the
way stakeholders
get information…
CHANGING the
ability for
stakeholders to
use data
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Typical Data Reporting
Potential Performance Report
Month Day, Year
Student Report
Potential Performance Report (PPR)
1) School Year
A PPR will be produced for
every student in 8th-12th grade
2008-2009
2) District
Abbeville 60
3) School
Calhoun Falls High School
10
4) Grade
5) Student
Smith, Fred Doe
6) StateID
123456
7) SASI Perm#
435667
The report includes a student
header…
W
8) Ethnicity
6
9) Race/Ethnicity Indicator
5
10) Race
M
11) Gender
12) Birthdate
10/10/1995
Basic
Below Basic **
Below Basic **
Basic
9
8/20/08
2**
10**
3**
6
11
**
**
Y**
N
N
8
Birchwood School
3/20/08
6/2/08
2**
11**
0
18**
25
**
**
N
N
N
7
07-08
Lexington One School District
Lexington High School
8/19/07
3/15/08
1
12**
1
15**
4
**
N
N
N
5
06-07
Aiken School District
Aiken High School
**
N
N
N
72
62**
5
06-07
Abbeville School District
Abbeville High School
N
N
N
82
72
3
N
N
72
62**
47)
48)
49)
9
22) Enrolled Date
2/5/07
6/4/07
0
9
1
15**
4
8/21/06
1/20/07
-1
14
1
15**
4
2**
56**
6**
69**
48**
1**
5**
Y**
38)
39)
40)
41)
42)
43)
44)
45) 46)
35) 9th Grade English
(** <=69)
Calhoun Falls High School
Department of Juvenile Justice
34) 9th Grade Math
(** <=69)
Abbeville School District
07-08
33) Displaced
Homemaker (** if yes)
08-09
37) At Risk Student Model Used
36) # At Risk Indicators
(** parameters met or exceeded)
32) Single Parent (** if yes)
31) Homeless (** if yes)
30) Multiple Enrollments (** >=3)
29) Times Retained (** >=1)
21) School
28) Period Absences (Informational
only)
20) District
10
23) Withdrawn Date
19) School Year (yy-yy)
27) Daily Absences (** >8)
25) # of Discipline Events
(** 150, 151, 152, =500-743 codes)
...and individual records by grade and school
18) Grade
16) 6th Grade PACT Math (** below basic)
17) Credits Earned ( <5 for 9th, <11 for 10th,
<17 for 11th grades)
24) Overage (** >=2 years)
14) 3rd Grade PACT Math (** below basic)
15) 6th Grade PACT ELA (** below basic)
26) # of Disposition Events
(** >=2 suspensions of SUS, SUPX,
EXP)
13) 3rd Grade PACT ELA (** below basic)
Some model code(s)
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Totals
10/21/2008
11 Some model code(s)
50)
51)
13
Colorado – Growth Model
14
Kansas – Dashboard
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State of the Nation: 10 Actions*
Critical Context to Operationalize Data Systems
The challenges that policy leaders need to focus on:

Develop a governance structure across the P-20/W spectrum and
prioritize policy questions for data access and use.

Establish common data standards and architecture to ensure that
systems are interoperable.

Ensure that privacy is protected while ensuring appropriate and timely
access.

Build understanding and demand for this information by providing
value to all stakeholders.

Plan for sustainability of these systems’ infrastructure maintenance
and growth in tight fiscal times.
States are Well-Positioned to Focus on
the USE of Data
 States are well on their way to building the
critical infrastructure necessary to be able to
provide timely, accessible data to all
stakeholders
 Growing political will and commitment to
building and using these systems
 Policy issues considered “untouchable” are
now being discussed & addressed
An Information-Based Sector:
An Attainable Goal?
 Strategic Window of Opportunity provided by the
unprecedented focus and resources dedicated to the
development and use of these systems-ARRA & ESEA.
 Sustainability based on building demand for this data
by all stakeholders
 Defining success: not a checklist but results:


Improving student achievement
Increasing system performance
 Best Practices/Lessons:
 Not an IT but a policy issue
 Leadership is essential
Contact the DQC:
Aimee Rogstad Guidera, Executive Director
Data Quality Campaign
www.DataQualityCampaign.org
[email protected]
952-476-0054
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