Elizabeth Dabney, Data Quality Campaign Bob Swiggum, Georgia Department of Education

@EdDataCampaign #DFA2012

26th Annual Management Information Systems [MIS] Conference:

State Actions to Ensure Effective Data Use

Elizabeth Dabney, Data Quality CampaignBob Swiggum, Georgia Department of Education February 13, 2013


What is the Data Quality Campaign (DQC)?

» A nonprofit, nonpartisan, national advocacy organization based in Washington, DC

» Launched in 2005 » Committed to realizing the vision of an education system in

which all stakeholders—from parents to policymakers—are empowered with high-quality data from the early childhood, K–12, postsecondary, and workforce systems to make decisions that ensure every student graduates high school prepared for success in college and the workplace

» Supports state policymakers and other key leaders to promote the development and effective use of statewide longitudinal data systems

» Developed the 10 Essential Elements (development) and 10 State Actions (use)

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Who is Bob Swiggum?

» Chief Information Officer, Georgia Department of Education (GDOE)

» Responsible for the overall direction of technology for the GDOE

» Leads the Technical Services, Instructional Technology, and Virtual School functions

» Prior to working for the GDOE, he worked for Fortune 500 companies in technology roles

» Member of DQC Board of Directors

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How DQC Defines Data

» We define data as:– More than test scores, including attendance and course-

taking, as well as teacher and financial information– Any information stakeholders need to make decisions,

which means more than state-level data– P–20W data that span early childhood through

postsecondary and the workforce» We think the most useful data are:

– Longitudinal: follow individual students over time and across systems and sectors

– Actionable: timely, user friendly, and tailored to users– Contextual: robust, comparable, and presented as part of

a bigger picture

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How DQC Defines Effective Data Use: Continuous Improvement

PAST:COMPLIANCE

PRESENT:ACCOUNTABILITY

FUTURE:CONTINUOUS IMPROVEMENT

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How Far Have States Come in Ensuring Effective Data Use?

The average state had 4-5

of the 10 Essential

Elements of Statewide

Longitudinal Data Systems

The average

state had 9-10

Elements, all states

committed to build all

10

8 states using state funds for

their P–20 data

system

36 states using state funds for

their P–20 data system

17 states publicly

posting at least two reports using

aggregate longitudinal

data

42 states publicly

posting at least two reports using

aggregate longitudinal

data

2005 2006 2007 2008 2009 2010 2011 2012

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About Data for Action

» DQC invites each state’s governor’s office to participate in the survey. The governor’s office can appoint a designee to respond to the survey in collaboration with stakeholders.

» An online survey tool is used to collect self-reported information from each of the 50 states, DC, and Puerto Rico.– In part one of the survey, states answer a series of questions

about each of the 10 State Actions.– In part two, states report on emerging data issues and promising

practices in the field.» DQC determines whether or not states receive credit for each

Action based on states’ responses.» States responded to the survey in summer 2012, reflecting

the current status of their work at that time.

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Data for Action: 10 State Actions to Support Effective Data Use

BUILDING CAPACITY TO USE DATA8.Develop research agenda 9.Build educator capacity10.Raise awareness of available data

LINKING P–20W Data1.Link P–20W data systems2.Create stable, sustained support3.Develop governance structures4.Build data repositories

ENSURING DATA ACCESS5.Provide timely data access6.Create individual student progress reports 7.Create longitudinal reports

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No State Has All 10 State Actions

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Gaining, Maintaining, and Lagging Actions

LAGGING

GAINING

GAINING

GAINING

GAINING

MAINTAINING

LAGGING

LAGGING

MAINTAINING

MAINTAINING

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Where is DQC Going in 2013?

» 10 State Actions remain the same» Deep dive on a few topics that align to the 10 State

Actions (e.g., linking K–12 and postsecondary data, high school feedback reports, teacher access to data, teacher-student data link)– Experts develop rubric and criteria to measure quality

implementation– Review of survey data and evidence– Experts verify states that meet criteria

» Expanded state profile to tell the data story of each state

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Linking P–20W Data

SELECTED FINDINGSThere is a growing demand for data to answer critical policy questions, but P–20W data sharing is lacking.»46 states link and share K–12 and early childhood data»43 states link and share K–12 and postsecondary data »14 states link and share K–12 and workforce data »17 states link and share postsecondary and workforce data»10 states link and share data between K–12 and workforce and postsecondary and workforce

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Georgia’s View

» Georgia’s P–20W database is currently a P–20, moving to a P–20W.

» It is a research database not an operational database.

» Also acts as a data exchange between educational agencies which eliminates the need for individual MOUs.

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Ensuring Data Access

SELECTED FINDINGSStates are increasingly providing stakeholders access to data and producing reports using longitudinal data, but few states are ensuring that parents have access to the data they need.»41 states are providing access to aggregate-level data to superintendents, state staff, and the public.»41 states produce reports about individual students, such as early warning reports (28 states).»47 states produce reports about groups of students using longitudinal data, such as high school feedback reports.»9 states are providing access to student-level data for parents.

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Georgia’s View

» How something is delivered is as important as what you are delivering.

» Georgia’s LDS is accessed by teachers, administrators, parents, and students through the local district’s student information system so there is no extra ID or password needed.

» Appears to be a part of the local system.

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Building Capacity to Use Data

SELECTED FINDINGS States are increasingly providing training to stakeholders but have not done enough to build the capacity of all education stakeholders to effectively use data. »39 states train teachers and principals to use longitudinal data to tailor instruction and inform schoolwide policies and practices. »40 states train teachers and principals to use and interpret specific reports.

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Georgia’s View

» Key to building capacity is to understand what you are building capacity for.

» Teachers do not have the time or training to be data miners.

» They need actionable information so LDS needs to do the mining, analysis, and differentiation for the teacher and offer solutions to the issues that are found.

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GADOE

LEA Access to Integrated GADOE Systems

DistrictStudent

Information System

DistrictParent Portal

Ready Now

Working on

One integrated set of data that all

systems and reports use.

Tunnel

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Georgia’s Path to Personalized Learning

Actionable Info Resources

TRL 2.0 Provides

teachers with ability to

quickly find digital

resources and professional development

that are aligned to standards.

Tools:•IIS-Digital Resources linked to common core

TRL 2.5 Provides

districts with the ability to

load local resources.

Tools:•IIS- Learning Object Repository

TRL 3.0 Provides teachers with the ability to assign and monitor

use of digital resources to

students. Provides student with access

to personalized learning.

Tools:•IIS-Learning Management System•Individual Education plans/Response to Intervention System

TRL 4.0 Provides teachers with the ability to

measure effectiveness of

instruction.Tools:•IIS-Learning Progression Maps•IIS-Data Analysis Tool•Formative Assessment Load•Online Assessment System•Financial Systems

Improve Teacher Skills

Tools:•IIS-Professional Development System

Measure Teacher Skills

Tools:•Performance Index•Growth Model•Observations•Surveys•IIS-High School Feedback Report•IIS-Data Analysis Tool

Longitudinal Data Metrics

Teachers &

Students/Parents

Teachers, School &

District Personnel

(i.e., Principals, Guidance

Counselors, School

Psychologist, etc.)

Audience

High Quality 21st Century Classroom

Instruction

LDSProvides

Longitudinal data and

analysis to assist in differentiation

of their students.

Tools:•Dashboards•Reports•LEXILE Reading Scores•Growth Model•Interstate Data Exchange

Personalized Learning

Environment for Every K12

Student

LDS – Longitudinal Data System

TRL – Teacher Resource Link

IIS – Instructional Improvement System

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Georgia’s View

*System demonstration slides include fictitious names.

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Georgia’s View


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Georgia’s View


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Georgia’s View

*System demonstration slides include fictitious names. 23


Georgia’s View


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Georgia’s View


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Georgia’s View


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Georgia’s View

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Georgia’s View

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Additional Data for Action Resources

Please visit www.DataQualityCampaign.org/DFA2012 for: »National Analysis: National trends in states’ progress on building and using state longitudinal data systems to improve student achievement according to DQC’s 10 State Actions »State-by-State Analysis: Individual state profiles and the ability to compare states to one another »Policy Issues: Deeper analyses about states’ data capacity to support various education policies and practices such as teacher effectiveness, parent empowerment, college choice, early warning systems, and high school feedback

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Contact Us

Elizabeth DabneySenior Associate

Data Quality [email protected]

Bob SwiggumChief Information Officer

Georgia Department of [email protected]

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Elizabeth Dabney, Data Quality Campaign Bob Swiggum, Georgia Department of Education

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