data workshop: analyzing and interpreting data
DESCRIPTION
Data Workshop: Analyzing and Interpreting Data. Cornelia Taylor, DaSy/ECO at SRI Lynne Kahn, DaSy/ECTA/ECO at FPG Taletha Derrington , DaSy at SRI. Presented at the Improving Data Improving Outcomes Washington, DC, September 2013. 1. Using Data. - PowerPoint PPT PresentationTRANSCRIPT
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Data Workshop: Analyzing and Interpreting Data
Cornelia Taylor, DaSy/ECO at SRILynne Kahn, DaSy/ECTA/ECO at FPG
Taletha Derrington, DaSy at SRI
Presented at the Improving Data Improving OutcomesWashington, DC, September 2013
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1. Using Data
2Early Childhood Outcomes Center
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Using data for program improvement = EIA
EvidenceInference
Action
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Evidence
• Evidence refers to the numbers, such as“45% of children in
category b”
• The numbers are not debatable
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Inference
• How do you interpret the #s?• What can you conclude from the #s?• Does evidence mean good news? Bad
news? News we can’t interpret?• To reach an inference, sometimes we
analyze data in other ways (ask for more evidence)
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• Inference is debatable -- even reasonable people can reach different conclusions
• Stakeholders can help with putting meaning on the numbers
• Early on, the inference may be more a question of the quality of the data
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Inference
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Action
• Given the inference from the numbers, what should be done?
• Recommendations or action steps• Action can be debatable – and often is• Another role for stakeholders• Again, early on the action might have to do with
improving the quality of the data
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Good Data??
ProgramsBad/Weak Good/Strong
Data
Bad/Weak ?? ??
Good/Strong Program Improvement
Questionable Good
Program Improvement
Good Better
8Early Childhood Outcomes Center
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Good Data??
ProgramsBad/Weak Good/Strong
Data
Bad/Weak ?? ??
Good/Strong Program Improvement
Questionable Good
Program Improvement
Good Better
9Early Childhood Outcomes Center
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Good Data??
ProgramsBad/Weak Good/Strong
Data
Bad/Weak ?? ??
Good/Strong Program Improvement
Questionable Good
Program Improvement
Good Better
10Early Childhood Outcomes Center
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CRUCIAL QUESTIONS AND HYPOTHESES
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Characteristics of Crucial Questions
• Important to programs, families and other stakeholders
• Well defined• Clear expectations for what you will find• Matched to the elements in your data
system• Linked to actions
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Asking Important Questions
• Is the question related to important efforts in your system?
• Does this question come up across groups stakeholders?
• Is this question linked to existing accountability efforts?
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Well Defined Questions
• Crafting clear crucial questions allows for easier interpretation down the line.
• First step – frame a what question as simply as possible– e.g. What do programs with the best child outcomes do better?
• Second step– get more specific– e.g. Do programs with the best child outcomes participate in the
CELL initiative.Adapted from: Kekahio, W., & Baker, M. (2013). Five steps for structuring data-informed conversations and action in education (REL 2013–001). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Pacific. Retrieved from http://ies.ed.gov/ncee/ edlabs
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Clear expectations (if-then)
If CELL improves children’s language and literacy skills then programs that participate in the initiative will have a higher percentage
of children exiting at age expectations in their acquisition of knowledge and skills
compared to matched programs that did not participate.
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Matched to the elements in your data system
• Break down you crucial question into data components
• Do you have all of the data components in your system?
• If not, is there another way to ask the questions with the elements that are in your system?
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Some inferences are more actionable than others
Not ActionableInfants and toddlers with older siblings are more likely to exit at age expectations in positive social emotional skills than those without older siblings
ActionableChildren that participate in community playgroups are more likely to exit at age expectations than those that do not.
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Exciting new tool!
ANALYZING CHILD OUTCOMES DATA FOR PROGRAM IMPROVEMENT: A GUIDANCE TABLE
Available on the ECO websitehttp://www.ectacenter.org/~pdfs/eco/AnalyzingChildOutcomesData-GuidanceTable.pdf
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Find more resources at: www. the-eco-center-org
Thank you!!