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Reporting and Evaluation Basics Stephanie Lampron, NDTAC

Reporting and Evaluation Basics Stephanie Lampron, NDTAC. Part D Basic Reporting and Evaluation Requirements. Where do requirements come from? Elementary and Secondary Education Act, amended in 2001 (No Child Left Behind) Purpose of Title I, Part D (Sec. 1401)

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Reporting and Evaluation Basics Stephanie Lampron, NDTAC

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  1. Reporting and Evaluation Basics Stephanie Lampron, NDTAC

  2. Part D Basic Reporting and Evaluation Requirements Where do requirements come from? • Elementary and Secondary Education Act, amended in 2001 (No Child Left Behind) • Purpose of Title I, Part D (Sec. 1401) • Program evaluation for Title I, Part D (Sec. 1431-Subpart 3) • Both subparts have same requirements How does ED use the data? • Government Performance and Results Act (GPRA) • Federal budget requests for Title I, Part D • Federal monitoring

  3. Additional Users and Viewers of the Data You Provide • ED Data Express: www.eddataexpress.ed.gov • ED CSPR Data: www2.ed.gov/admins/lead/account/consolidated/index.html • NDTAC State Fast Facts Pages: http://data.neglected-delinquent.org/index.php?id=01 • Title I, Part D, Annual Report: • NDTAC: www.neglected-delinquent.org/nd/data/annual_report.asp • ED: www2.ed.gov/programs/titleipartd/performance.html

  4. CSPR Reporting Schedule

  5. NDTAC’s Role in Reporting and Evaluation Specific to Title I, Part D, Collections • TA Prior to Collection Webinars, guides, and tipsheets • TA During Collection Data reviews, direct calls, and summary reports for ED • Data Analysis and Dissemination GPRA, Annual Report, and online Fast Facts Related TA • Data use and program evaluation

  6. Part D Reporting and TA Timeline

  7. Why Are Data Valuable to You and Your Programs? Common Program Activities • Needs assessments • Subgrantee monitoring • Application reviews • Program evaluation • Educating others about programs Quality data can be used to provide objective information across a number of aspects of Title I, Part D, administrative activities.

  8. TA Lessons: Tension Points for Part D Data Quality 2C 2D 1A 1B LEA 1 S2 SEA State Agency S1 LEA 1 S2 • Across all: • Individuals • Collection systems 2E USED

  9. Individual Programs: Where Data Quality Begins • If data quality is not a priority at the local level, the problems become harder to identify as the data are rolled up. • If data issues are recognized late in the process, it is more difficult (and less cost effective) to identify where the issues are and to resolve them.

  10. Role of the Part D Coordinator • Ultimately, coordinators cannot “make” the data be of high quality, but you may be able to implement systems, practices, processes, and/or policies that make high quality a better possibility. • Understand the collection process • Provide TA in advance • Develop relationships • Develop multilevel verification processes • Track problems over time • Use the data • Link funding decisions to data evidence

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