Information systems for innovation and improvement in the Netherlands

1. Information systems for innovation and improvementin the Netherlands Kasper Weekenborg Ministry of Education, Culture and Science

2. Three types of systems Pupil monitoringsystem, a longitudinal system of tests to measure the level achieved by the pupils. For teacher, school and parents. Cohort system, periodic survey which combines progress in school careers, test results and pupil/parent characteristics Integral education number system (new), data- information system of all pupils/students. At this moment mainly for policymakers

3. Pupil monitor system What is it: longitudinal test system to measure the achievement level of the pupils during their school careers Main purpose: to help teachers become, better teachers. They can make instructions more responsive to the needs of the pupils. Also, a self-evaluation system for schools. Main test subjects: Dutch(& English)language, mathematics, environmental studies Use:Result data is only available to school/teacher/parents. Coverage: Primary and lower secondary education (ISCED 1 and 2). This monitor is voluntary (CITO coverage 65% of the primary schools). Initiator: the monitor is designed and carried out by CITO, a private organisation.

4. Cohort system What is it: periodic longitudinal survey which combines progress of school careers, test results and pupil/parent characteristics Main purpose: understanding school careers and results, in relation to pupil and parent charactistics. Use: Data system for research and policy makers Coverage: pupils from their 5th to their 18th birthday’s (ISCED level 1,2 and partially 3), 10% sample of the five year olds. Initiator: NWO, Netherlands Organisation of Scientific. Research carried out by a consortium of research institutes.

5. Integral education number-system What is it: data information system of all pupils/students based on unique personal numbers which enables us to monitor the school career of each pupil/student. Main purpose: funding schools and monitoring school careers for policy makers on school, local and national-levels. Coverage: all ISCED levels, nearly all pupils and students (only a small part of private schools is missing). Initiator: Minister of Education

6. Integral educationno.-system: data Available data of every pupil/student Education: Grade, type of school, level of education, educational trackrecord, test/examination results, diploma, school characteristics, zip code school Person/pupil: civil number, age, sex, ethnic background, zip code By linking databases Household information: income, single parent Parents: income, (un)employment … After leaving school Labourmarket: (sort of) Job, income, unemployment

7. Integral educationno.-system: profits System offers a very ‘rich’ base for information For example: Insight into educational results on national, local, school and pupil level in one system. Insight into the different school careers of different groups of pupils. Insight into the success of the pupils after leaving school (success in futher education, success in the labourmarket) Insight into the dropout–rates and the characteristics of these pupils (also parents, neighbourhood) and school care These insights help in making the right policy decisions at school/local/national level to improve the level of education

8. New policy in the Netherlands Agreement new coalition goverment: introducing compulsory (central)testing in primary and secondary education to measure and benchmark learning gains Linking learning gains and incentives for teachers/schoolteams Establish a minimum baseline for mathematics and Dutch language in primary and secondary education (ISCED level 1,2,3).

9. Integration of monitors? Considering an integration of the longitudinal test monitor (CITO) and longitudinal education number data system. Risks: CITO-test system is a voluntary self-evaluation system. The scope and use of the tests will probably change when the tests become compulsary and are linked to learning gains, benchmarks and financial incentives. Are there similar experiences in other countries?

10. Challenges 1 Points of attention: testing Compare results of tests set at fixed points along the school career (places greater demands on the depth of the tests) Testing pupils with special needs Strong focus on qualification subjects, less focus on socialization-matters Points of attention: benchmarking schools Preventing teaching to the tests How to react in the case of schools with a high proportion of disadvantaged pupils

11. Challenges 2 Points of attention: data Privacy matters: it takes 10 years of discussion in the Netherlands (change in personal number in another irreducible number and create a statistic enclave for linking with other databases) Technical/ICT: the school’s administration has to be ready for the electronic data transportation of pupil data. The quality of the data must be guaranteed (combined with data for funding, audited by an accountant)

12. Challenges 3 Points of attention: support Create support within schools (offer facilities for their own information needs) Create support for the tests Create support among teachers (also within teacher training institutions) Reduce the administrative burdens Last but not least: gain political support.