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Intro to NRS Data Diving

Intro to NRS Data Diving. Mary A. Gaston, Ed.D. & Jennifer Cooper-Keels. February 4, 2011. Why Look at Data?. Data help us to… Replace hunches and anecdotes with facts concerning the changes that are needed; Identify root causes of problems;

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Intro to NRS Data Diving

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  1. Intro to NRS Data Diving Mary A. Gaston, Ed.D. & Jennifer Cooper-Keels February 4, 2011

  2. Why Look at Data? Data help us to… • Replace hunches and anecdotes with facts concerning the changes that are needed; • Identify root causes of problems; • Identify whether student or program goals are being met; and • Tell our stakeholders, including students, about the value of our programs and the return on their investments.

  3. Data: A Carrot or a Stick? Data may be used… • To highlight, clarify, and explain what’s happening in your program OR • To show what’s not happening in your program. “However beautiful the strategy, you should occasionally look at the results.” –W. Churchill

  4. Data Tell You • Where you’ve been • Where you are • Where you’re going • How to get there Data can help you design a quality program to help meet learners’ goals.

  5. Applied to Adult Education… What can data do? • Guide you to improve instruction • Measure program success & effectiveness • Tell you if what you are doing is making a difference • Tell you which classes are getting the results you want—and which are not • Get to the root of problems, such as poor retention, low educational gains, or low transition rates

  6. Starting the Dive

  7. Starting the Dive Educational Gain While there are a number of measures in our Data System, the one we will focus on today is:

  8. Educational Gain • Advancement through 12 educational functioning levels • Core NRS measure • Can tell us: • Whether the program/students are meeting goals • Which sites/classes/teachers are most effective • Extent of student progress • Impact of changes

  9. Examples: What Increases Ed Gain • Make classes learner-centered • Focus on relevant knowledge • Opportunity for practice and application • Coherence • Sufficient Intensity and Duration (NRC, 1999; Garet, Porter, Desimone, Birman, & Yoon, 2001)

  10. Do You Trust Your Data? Data analysis is only as good as the original data allow. Keys to good data collection systems include: • Clear policies and procedures for data entry • Data is entered & reviewed daily, weekly, or monthly • Teachers, staff, administrator all have access to data and review regularly • Teachers share data with students What does your program do to ensure data is accurate, reporting is timely, and staff have access to the data?

  11. Take a Dip in the Data Pool

  12. Dive into the Data Pool For each of the next few slides write down yourobservations for discussion • What do you see? • What is interesting or unusual? • Do any questions or hypotheses come to mind as a result?

  13. Write Observations/Questions? 100

  14. Write Observations/Questions?

  15. Write Observations/Questions?

  16. Write Observations/Questions?

  17. Write Observations/Questions?

  18. Write Observations/Questions? Main AM Young Adult Main PM Satellite R

  19. Write Observations/Questions?

  20. Where to Go From Here? Based on what was learned from this “data dive”: • What should I change or replicate? • What data supports this change? What additional data should be reviewed? • What is the timeframe for change? Is it realistic? • What obstacles/barriers will we encounter? • What is the follow-up plan to measure and evaluate change?

  21. You Just Did a Data Dive!

  22. Questions: Educational Gain

  23. Tools for Data Diving

  24. What Do I Want to Know? What questions do you want to answer about your own local program?

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