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Mining the Data:What States Have and Where to Find It
February 7, 2012
Elizabeth LairdDirector, Communications and External Affairs
Data Quality Campaign
@EdDataCampaign
The Current Education Landscape…
Improve student
outcomes
Improve efficiency
Increase transparency
Improve system
performance
Effective data use
Incr
easin
g ex
pect
ation
s
Decreasing resources
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Connecting Education Data and Decisions
Increasing Teacher EffectivenessoDo my state’s policies ensure a measurably
effective educator workforce?oWith which students am I consistently most
effective?
Ensuring College and Career ReadinessoAre my state’s policies and data systems aligned to
ensure that expectations in P–12 support student success in postsecondary education?
oWhich courses should I take to ensure that I am prepared to take credit-bearing courses in college?
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Data Defined: Moving Beyond Test Scores
The most useful data are: » Longitudinal — follow individual students over
time. » Actionable — timely, user friendly and
meaningful to users. » Contextual — robust, comparable and presented
as part of a bigger picture. » Interoperable — matched, linked and shared
across systems and sectors.
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About Data for Action: DQC’s State Analysis
» Tracks states’ progress toward transforming education into a data-driven enterprise
» Spurs dialogue in states and informs their planning efforts
» Led by the governor’s office » 2011 marks the seventh annual release of DQC’s
state analysis, and the final year for assessing states’ progress toward the 10 Essential Elements
For state-by-state analysis and to view the state respondents, please visit: http://www.DataQualityCampaign.org
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Data for Action 2011: State Respondents
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10 ESSENTIAL ELEMENTSof Statewide Longitudinal Data Systems
1. A unique statewide student identifier.2. Student-level enrollment, demographic and program participation
information.3. The ability to match individual students’ test records from year to
year to measure academic growth. 4. Information on untested students.5. A teacher identifier system with the ability to match teachers to
students.6. Student-level transcript information, including information on
courses completed and grades earned.7. Student-level college readiness test scores.8. Student-level graduation and dropout data.9. The ability to match student records between the P–12 and
postsecondary systems.10. A state data audit system assessing data quality, validity and
reliability.
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Every State Has Capacity to Empower Education Stakeholders with Data
36 states have all 10 Elements, up from zero in 2005
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Student-Level Test Data to Measure Growth (Element 3=52 states)
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Statewide Teacher Identifier with a Teacher-Student Match (Element 5=44 states)
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Student-Level Course Completion (Transcript) Data(Element 6=41 states)
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Student-Level SAT, ACT, and Advanced Placement Exam Data (Element 7=50 states)
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Student-Level Graduation and Dropout Data(Element 8=52 states)
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Majority of States Collect High School Grades(based on Data for Action 2010)
Element 2: Student Course Completion Data
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States Have Made Incredible Progress
» Better Data: Every state has robust longitudinal data that extend beyond test scores.
» Improved Access: States are increasingly providing better data to appropriate stakeholders.
» Increased Awareness: States are making this increased capacity known.
» Long-term Sustainability: States are planning for the future.
Every state has the capacity to empower education stakeholders with data.
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Moving from the 10 Essential Elements to 10 State Actions to Support Effective Data Use
Link data systems across P-20 and the
workforce to answer key questions
Ensure that appropriate data can
be accessed while protecting privacy
Build capacity of all stakeholders to use longitudinal data
1. Link state K-12 data systems with early learning, postsecondary, workforce, and others
2. Create sustainable support for the longitudinal data system (LDS)
3. Develop governance structures to guide LDS4. Build state data repositories
5. Provide timely role-based access to data6. Create progress reports with student-level data
for educators, students, and parents to make individual decisions
7. Create reports with longitudinal statistics to guide change at system level
8. Develop a research agenda9. Implement policies to ensure educators know
how to use data appropriately10. Raise awareness to ensure all key stakeholders
know how to access and use data
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States Have Not Taken Action to Support Effective Data Use
No state has all 10 Actions 10 State Actions
1. Link P-20/W Data Systems (11 states)
2. Create stable, sustained support (27)
3. Develop governance structures (36)
4. Build data repositories (44)5. Provide timely data access
(2)6. Create individual student
progress reports (29)7. Create longitudinal reports
(36)8. Develop research agenda
(31)9. Build educator capacity (3)10. Raise awareness of available
data (23)
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Data for Action 2011: Game-Changing Priorities
1. IDENTIFY, through broad-based input, and publicly document the state’s critical policy questions.
2. ESTABLISH decision-making authority of state P–20/W data governance bodies.
3. SHARE data on teachers’ impact on student achievement with the institutions that prepared them.
4. DETERMINE whether existing high school feedback reports meet local needs.
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High School Feedback Reports: Providing Postsecondary Feedback to High Schools
49 states have
the capacity to match student-level
records in K-12 and
public higher ed
ucation
systems
38 states annually
match and share
student-level K-12 and
postsecondary
records
39 states provide high school feedback reports
33 states make those reports publicly available
on a
state website
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Type of Information in HS Feedback Reports
Of the 33 states that have made their high school feedback reports publicly available:» 33 states include college enrollment information» 28 states include remediation information » 14 states include degree completion information» 12 states include information about students who
attended postsecondary in other state
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State Example: Kentucky
Source: Kentucky High School Feedback Reports (2004)
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Continue the Conversation…
» Does your state collect the necessary student-level data to answer your questions?
» Does your state link student-level K-12 and postsecondary data?
» Does your state produce high school feedback reports?
» Are these reports publicly available?» Does your state have a formalized process
through which you can submit information requests?
Visit www.DataQualityCampaign.org to find out.
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Contact DQC
Elizabeth Laird
Director, Communications and External Affairs, [email protected]
(202)393-7192www.DataQualityCampaign.org
Our work is made possible by philanthropic grants and contributions from the Bill & Melinda Gates Foundation, the Michael & Susan Dell Foundation, the Lumina Foundation for Education, AT&T, and the Birth to Five Policy Alliance. Additional support has been provided by The Broad Foundation, The Pew Charitable Trusts, and Casey Family Programs.