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The Power of Aligning P-12 and Postsecondary Data Systems

The Power of Aligning P-12 and Postsecondary Data Systems. Illinois Board of Higher Education August 15, 2006 Aimee R. Guidera, Director, DQC. Framing thoughts…. Without data, you are just another person with an opinion….. Culture Change underway in Education Community:

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The Power of Aligning P-12 and Postsecondary Data Systems

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  1. The Power of Aligning P-12 and Postsecondary Data Systems Illinois Board of Higher Education August 15, 2006 Aimee R. Guidera, Director, DQC

  2. Framing thoughts… • Without data, you are just another person with an opinion….. • Culture Change underway in Education Community: • View data not as a hammer, • but as a flashlight.

  3. The Power of Longitudinal Data • Longitudinal Data — data gathered on the same student from year to year — makes it possible to: • Follow individual student academic growth • Determine the value-added of specific programs • Identify consistently high-performing schools/classroom/systems worthy of study

  4. What You Can Do with Longitudinal Data • Longitudinal data gives you the power to answer questions about: • Student academic growth • Whether students are “on track” to later success • School effectiveness with well-prepared and poorly-prepared students • Student mobility and attrition • The impact of teacher preparation and training programs on student achievement • Focus school systems on preparing a higher percentage of students to succeed in rigorous high school courses, college and challenging jobs.

  5. With the ability to match student records between P-12 and postsecondary systems, policymakers and educators will know: • % of each district’s HS grads enrolled in college within 15 months of graduation • % of last year’s grads from each HS or district who needed remediation in college, and how this % varied by student income and ethnicity. • % of students who met the proficiency standard on the state HS test and still needed remediation in the same subject in college. • How students’ ability to stay in and complete college is related to their HS courses, grades, test scores.

  6. Creating a Longitudinal Data System • 10 Essential Elements: • Unique statewide student identifier (36) • Student-level enrollment, demographic and program participation information (38) • Ability to match individual students’ test records from year to year to measure growth (32) • Information on untested students (26) • Teacher identifier system with ability match teachers to students (13) • Student-level transcript information, including information on courses completed and grades earned (7) • Student-level college readiness test scores (7) • Student-level graduation and dropout data (35) • Ability to match student records between the Pre-K-12 and post-secondary systems (12) • State data audit system assessing data quality, validity, and reliability (21)

  7. State of the State Data Systems • This map shows how many of these essential elements each state reported having on the 2005 data system survey.

  8. States that can match student records P-12 & Postsecondary (Element #9) • Alabama Arkansas • Florida Georgia • Kentucky Louisiana • Missouri North Dakota • Oregon Tennessee • Texas Vermont

  9. Policy Implications of Data Systems • Does your system have the data system in place in 2005-06 to address these issues using student-level longitudinal data? • Identify which schools produce the strongest academic growth for their students. (22 states) • Know what achievement levels in middle school indicate that a student is on track to succeed in rigorous courses in high school. (3 states) • Calculate each school's graduation rate, according to the 2005 National Governor's Association graduation compact? (16 states) • Determine which high school performance indicators (e.g., enrollment in rigorous courses or performance on state tests) are the best predictors of students' success in college or the workplace. (2 states) • Identify the percentage of high school graduates who go on to college take remedial courses.(9 states) • Identify which teacher preparation programs produce the graduates whose students have the strongest academic growth. (6 states)

  10. Data Quality Campaign: Building Support and Political Will Among Policymakers to: • Fully develop high-quality longitudinal data systems in every state by 2009 • Increase understanding and promote the valuable uses of longitudinal and financial data to improve student achievement • Promote, develop, and use common data standards and efficient data transfer and exchange

  11. DQC Managing Partners • Achieve, Inc • Alliance for Excellent Education • Council of Chief State School Officers • Education Commission of the States • The Education Trust • National Association of State Boards of Education • National Association of System Heads • National Center for Educational Accountability* • National Center for Higher Education Mgt Systems • National Governors Assoc. Center for Best Practices • Schools Interoperability Framework Association • Standard & Poor’s School Evaluation Services • State Education Technology Directors Association • State Higher Education Executive Officers • *The campaign is supported by The Bill & Melinda Gates Foundation and managed by the National Center for Educational Accountability.

  12. Data Quality Campaign Approach • Build Policymaker understanding and will to invest in and use quality data infrastructures • Success Stories • Recognition of leadership • Provide tools, materials and information • Examples of the powerful use of data to inform policy & practice • Toolkits for various audiences on uses of data to improve achievement • Create national forum to ensure collaboration, develop consensus and reduce duplication of effort • Leverage existing efforts to maximize impact • Collaborate/communicate through national partnership whenever possible • One-stop resource center: www.DataQualityCampaign.org

  13. Campaign Resources • www.DataQualityCampaign.org • White Paper & Brochure on Building State Longitudinal Data Systems • State Data Systems Survey Results • Quarterly Issue Meetings/Briefings (June 2006—Aligning Data Systems) • Resource Center highlighting existing work on data quality and use • Overview of the Campaign & Partners

  14. Action Steps for State Policymakers: • Create, nurture and use a mechanism for sharing data between the P-12 and Postsecondary systems. • Investigate the possibility of developing and maintaining a central repository for all of these data for all of the states public postsecondary institutions.

  15. Contact the DQC: • Aimee R. Guidera • Data Quality Campaign Director • aguidera@just4kids.org • 952-476-0054

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