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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, DQCElizabeth@DataQualityCampaign.org

(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.