Using Data to Improve Student Achievement Aimee Rogstad Guidera August 2, 2012

1. Using Data to Improve Student Achievement Aimee Rogstad Guidera August 2, 2012 On the Web: DataQualityCampaign.org On Twitter: @EdDataCampaign August 2nd, 2012

2. Setting the Context: Why Data Matter

3. Decisions, Decisions…… In your personal life? At work? Did you have the data you needed?

4. Moving from Dartboards to Dashboards: Incorporating Data into Practice • In the education sector, leaders… • Make decisions by hunch or anecdote • Throw darts hoping to hit the bullseye • In all other sectors, leaders… • Make decisions based on data • Have dashboards at their fingertips • To get from “here” to “there”, leaders… • Must lead a culture change • Support data use for continuous improvement

5. Changing the Culture Around Data Use Past Future

6. Every State Has the Technical Capacity to Empower Education Stakeholders with Data 36 states have all 10 Elements, up from zero in 2005

7. But They Haven’t Yet Acted on that Capacity to Provide Stakeholders with Meaningful Data • 10 State Actions • Link P-20/W Data Systems (11 states) • Create stable, sustained support (27) • Develop governance structures (36) • Build data repositories (44) • Provide timely data access (2) • Create individual student progress reports (29) • Create longitudinal reports (36) • Develop research agenda (31) • Build educator capacity (3) • Raise awareness of available data (23) No state has all 10 Actions

8. 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 39 states cannot link data 48states don’t provide timely access to data 47states have not taken steps to build educator capacity

9. As a result of states’ progress… • Conversations are changing… …but there’s more work to be done to support effective data use… …and that requires tackling tough territory.

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

11. By Working Together, We Get There Faster Higher Capacity District Improved Student Outcomes State Lower Capacity District 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.

12. Connecting Education Data and Decisions Increasing Teacher Effectiveness • Do my state’s policies ensure a measurably effective educator workforce? • With which students am I consistently most effective? Ensuring College and Career Readiness • Are my state’s policies and data systems aligned to ensure that expectations in P–12 support student success in postsecondary education? • Which courses should I take to ensure that I am prepared to take credit-bearing courses in college?

13. How Will We Know When We Are Successful? When all education stakeholders demand and use quality data to make decisions

14. 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?

15. From Compliance……To Service Goals Past Future Systems worked at cross-purposes Unnecessary duplication of efforts is avoided Maximize data investments Data are provided within context of surrounding districts and schools Data were not high quality, consistent or comparable Ensure data comparability State approaches work as customer service entity State system was designed to meet state needs and for compliance Meet stakeholder needs Lessons learned can be leveraged and scaled across the state Low-capacity districts struggled to collect/use data to inform decisions Build district capacity