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Charlie Lenth (clenth@sheeo.org) Vice President for Policy Analysis and Academic Affairs

Connecting and Aligning the Dots – Linking and Using Data to Build New “Education Systems”. Charlie Lenth (clenth@sheeo.org) Vice President for Policy Analysis and Academic Affairs State Higher Education Executive Officers The Higher Learning Commission’s 2010 Annual Meeting

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Charlie Lenth (clenth@sheeo.org) Vice President for Policy Analysis and Academic Affairs

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  1. Connecting and Aligning the Dots – Linking and Using Data to Build New “Education Systems” Charlie Lenth (clenth@sheeo.org) Vice President for Policy Analysis and Academic Affairs State Higher Education Executive Officers The Higher Learning Commission’s 2010 Annual Meeting Chicago, IL , April 11, 2010

  2. What “dots” need connecting? • Across institutions, sectors, states • Between K-12 and higher education • Among states, accreditors and the federal government • Within student records and human capital development • Integrating IT throughout education

  3. Connecting the dots across institutions, sectors and states • Basic data and analytic structures are limited and increasingly outdated • Practices are focused on fiscal reporting, not education needs or outcomes • Persistent barriers to technology and system-wide operations-- institutionalism, sectorism, statism

  4. Connecting the dots between K-12 and higher education • Emergence of K-16/P-20 thinking and structures • SHEEO/NCES “state of state data systems” inventory and monitoring • Federal investments and leveraging • SHEEO-CCSSO core data definitions

  5. Connecting the dots across states, accreditors and the federal government • States—Accreditors—Feds: Silos create misunderstanding, redundant reporting, inconsistent data, little transparency • Constrained by current processes: state approvals, federal rulemaking, self-referenced self regulation

  6. Connecting the dots between student records and human capital development • Records—from transcripts and credentials to portfolios of lifelong learning • Evidence—from “units” of education to evidence of skills and learning • Understanding—from data about education to development of human capital

  7. Integrating IT to create new “education systems”What do we need? What can we achieve? • Enhanced interoperability across units-- technical and substantive • More institutional transparency, reciprocity and accountability • Usable access to multiple sources and types of “records” and information • Education data with more relevance to students, policy makers and the public

  8. Questions to address as we move toward new “systems” • How can IT/AA help meet highest priority needs and goals? • How do we prioritize and phase-in IT/AA investments and development? • What metrics will support improvement, progress and return on investment? • How do we ensure education quality and protect individual privacy?

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