Using Data to Improve Student Achievement

Aimee Rogstad GuideraAugust 2, 2012

On the Web: DataQualityCampaign.org

On Twitter: @EdDataCampaign

August 2nd, 2012

Setting the Context: Why Data Matter

Decisions, Decisions……

In your personal life?

At work?

Did you have the data you needed?

Moving from Dartboards to Dashboards: Incorporating Data into Practice

In the education sector, leaders…o Make decisions by hunch or anecdoteo Throw darts hoping to hit the bullseye

In all other sectors, leaders…o Make decisions based on datao Have dashboards at their fingertips

To get from “here” to “there”, leaders…o Must lead a culture change o Support data use for continuous improvement

Changing the Culture Around Data Use

Past Future

Every State Has the Technical Capacity to Empower Education Stakeholders with Data

36 states have all 10 Elements, up from zero in 2005

But They Haven’t Yet Acted on that Capacity to Provide Stakeholders with Meaningful Data

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)

Imperative Action # of statesLink data

systems across P-20 and the workforce to answer key questions

1. Link state K-12 data systems with early learning, postsecondary, workforce, and other

11

2. Create sustainable support for LDS 273. Develop governance structures to guide LDS 364. Build state data repositories 44

Ensure that appropriate data can be accessed while protecting

privacy

5. Provide timely role-based access to data 26. Create progress reports with student-level data for educators, students, & parents to make individual decisions

29

7. Create reports with longitudinal statistics to guide change at system level

36

Build capacity of all stakeholders

to use longitudinal data

8. Develop a research agenda 319. Implement policies to ensure educators know how to use data appropriately

3

10. Raise awareness to ensure all key stakeholders know how to access and use data

23

39 states cannot link data

48 states don’t provide timely access to data

47 states have not taken steps

to build educator capacity

Data Are Not Linked and Accessible, and Stakeholders- like you- Do Not Have Capacity To Use Data

OR is missing Actions 1, 5, 8,

9, and 10

Conversations are changing…

Link data across systems

Ensure appropriate

access

Build capacity for use

…but there’s more work to be done to support effective data use…

…and that requires tackling tough territory.

Turf Trust Technical Issues Time

As a result of states’ progress…

Building Capacity is Necessary to Support Data Use

States have made great progress on building data systems, and now need to shift focus towards building capacity in three ways to ensure effective data use.

Responsibilities and Relationships: State agencies, as well as the districts they serve, need to take on collaborative roles that help to build capacity to deliver necessary data to meet education goals.

Invest in People: States must work to invest in people by not only delivering the “hard skills” of data use, but also work through peoples data “hang ups” to ensure effective data use.

Oregon is a leader! The OEIB and the state’s new governance policies demonstrate that OR is committed to viewing the work of education as a cross-state responsibility in which everyone has a stake.

Oregon is a leader!The Oregon DATA Project is a shining example of a state effectively investing in its people, and seeing results in student achievement.

Systems: States need to continue to invest in the necessary infrastructure and technical issues at every level to ensure that quality data is effectively and efficient delivered to stakeholders

By Working Together, We Get There Faster

Higher Capacity District

Lower Capacity District

StateImproved Student

Outcomes

When states and districts collaborate around data use, each single entity and the entire system can gain more powerful results- improving student achievement and system performance.

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?

How Will We Know When We Are Successful?

When all education stakeholders demand and use quality data to make decisions

Do you have what you need?

» What are the 3 most critical pieces of information you need to do your job?

» When do you need them? In what format?» What information/data do you now have that you

can’t live without?» What do you need from the state? Your district?

your colleagues actionable? • Different use of time? • Training?• Tools?

From Compliance……To Service

PastSystems worked at cross-purposes

Data were not high quality, consistent or comparable

State system was designed to meet state needs and for compliance

Low-capacity districts struggled to collect/use data to inform decisions

FutureUnnecessary duplication of efforts is avoided

Data are provided within context of surrounding districts and schools

State approaches work as customer service entity

Lessons learned can be leveraged and scaled across the state

Maximize data investments

Build district capacity

Meet stakeholder needs

Ensure data comparability

Goals