Achievement Grad Nation March 19, 2012 Aimee Rogstad Guidera, - PowerPoint PPT Presentation

Using Data to Drive Decisions in Different Models for Raising Student Achievement Grad Nation March 19, 2012 Aimee Rogstad Guidera, Executive Director Data Quality Campaign March 10, 2012

Data is Power

Data Is Power Video

Changing the Culture Around Data Use

Every State Has Capacity to Empower Education Stakeholders with Data 36 states have all 10 Elements, up from zero in 2005 For state-by-state analysis and to view the state respondents, please visit: http://www.dataqualitycampaign.org/stateanalysis

States Have Made Incredible Progress » Better Data : Every state has robust longitudinal data that extend beyond test scores. » Improved Access : States are increasingly providing better data to appropriate stakeholders. » Increased Awareness : States are making this increased capacity known. » Long-term Sustainability : States are planning for the future. Every state has the capacity to empower education stakeholders with data.

States Have Not Taken Action to Support Effective Data Use No state has all 10 Actions 10 State Actions 1. Link P-20/W Data Systems (11 states) 2. Create stable, sustained support (27) 3. Develop governance structures (36) 4. Build data repositories (44) 5. Provide timely data access (2) 6. Create individual student progress reports (29) 7. Create longitudinal reports (36) 8. Develop research agenda (31) 9. Build educator capacity (3) 10. Raise awareness of available data (23)

1. Follow Students Across Sectors and Systems Early Childhood K-12 Postsecondary Workforce What is the graduation rate by high school? Which preschool programs best prepare students for kindergarten? To what degrees are high school math grades predictors of readiness for college math? What industries are most employing high school and college graduates? How successful are college graduates in the workforce by major or credential?

2. Make Comparisons Profile from the field: Colorado

3. Reduce Burden and Cost Georgia SLDS If districts choose to add “the button” GA pays for the vendor to add the five lines of code necessary to add the button.

By Working Together, We Get There Faster Higher Capacity District Improved State Student Outcomes Lower Capacity District

Toughest Issues Remain Turf Trust Technical Issues Time

Three Actions You Can Take to Leverage the Power of Data to Increase Student Achievement 1. Demand the data. 2. Use the data to inform your efforts — before, during, after. 3. Empower stakeholders with data by making it accessible, easy to use, tailored to need. The data are a vital tool to inform and improve your efforts to ensure all students are prepared for the 21 st century.

Maryland Longitudinal Data System (MLDS) Data-driven Decisions for Maryland’s P -20 Education and Workforce System Pat Mikos Division of Career and College Readiness Maryland Public Schools: #1 in the Nation Four Years in a Row www.MarylandPublicSchools.org

Development of the MLDS The Maryland State Longitudinal Data System is a policy based system designed to answer 15 education-to-education and education-to-work transition, readiness, and effectiveness preparation policy questions. Workforce and Training Colleges and Universities PreK-12

P20W Tools -- Dashboards MLDS Analyst P20W 360’ Dashboard & Analytics Data Funnel Direct P20w MLDS Database Federated MSDE MHEC DLLR Other P12 Data Data Data Systems http://daaobi.msde.state.md.us:7008/analytics/saw.dll?Dashboard

Next Steps: • Student Growth • Maryland Scholars Dashboards MSDE • P-20 Leadership (P-12) • Program Evaluation Educator • Target Interventions Tools • Alert Systems MHEC (2-4yr. Colleges) • Federal Reports • State Requirements Accountability • Research Questions DLLR System Tools and (Workforce) Governance

M. Buell Snyder Grad Nation Coordinator Jefferson County Public Schools

Cindy Eggleton, Senior Director, Educational Preparedness, United Way for Southeastern Michigan

In 2008, a John Hopkins study found there were 2000 schools that graduated less than 60 percent of their students. In Michigan, there were 73 schools labeled as drop out factories. In SE Michigan, there were 30 drop out factories – 20 of which were in Detroit neighborhoods. In our Network, that makes approximately 36,000 kids. 38

It was for these reasons that we created the following BHAG (Big, Top 5 Hairy, Audacious Goal): most skilled and educated workforce by 2030. 39

We got to work! After 45 days we had the first turnaround summit. We brought together public/private/government/unions and the schools. We created the space for a shared vision. We had a plan. 40

Now the story of applying a model and using data to drive this begins Our mantra was… 1. It has been done 2. We know what to do 3. We can do it “We think we can, we think we can, we think we can.” We made a commitment to turnaround – or close all 30 schools. 41

…This is where it gets interesting. 42

And Then.. One month before school started… At the Cody Campus, 7 kids were shot near the school. Cody opened with less than 26 kids per school. We also had principals unable to do the work. After a year, only 2 of the original principals remain. This is HARD work. 43

Hmmm… We knew we had to have the following in our DNA: A relentless approach A focus on relationships Data informed and driven Staying on a PATH is not as easy as it may SEEM. 44

A vision for a EWI dashboard: Our lessons started with a long view. This is what we saw our first year. 45

9 th Grade Chronic Absenteeism Trends, Planning vs. Full Implementers, 2004-5 to 2009-10 90% 86% 85% 84% 85% 79% 80% 74% 78% 78% 75% 77% 76% 70% 72% 69% 65% 63% Planning (1783-2662) 60% Full Year (n=1350-2717) 55% 50% 45% 40% 35% 30% 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 46

Cody and Osborn Before Intervention 9th Grade 10th Grade 2006-07 2006-07 800 After Intervention 700 600 9th grade Year 1 10th grade Year 2 500 400 9th Grade 10 th Grade 2010-11 2009-10 300 200 100 0  The sophomore class at Cody’s and Osborn’s small schools is 103% the size of the freshmen class from the year before – a dramatic change from historical rates of less than 50%. 47

big Now for the lessons. 48

Time is not on your side. 49

Knowledge does not create change by itself, AND the power of knowledge can be a friend and enemy. 50

Relationships matter, and trust is needed. 51

[Global] + Local matters. 52

Aggregated visuals matter. 53

Current EWI Report Summary 54

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Districts Statewide 57

Less is more. 58

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