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

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

Aug 26, 2022 164 likes •771 views

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

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March 10, 2012

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

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Data is Power

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Data Is Power Video

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Changing the Culture Around Data Use

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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

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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.

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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)

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  • 1. Follow Students Across Sectors and Systems

Early Childhood K-12 Postsecondary Workforce

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? What is the graduation rate by high school?
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  • 2. Make Comparisons

Profile from the field: Colorado

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Georgia SLDS If districts choose to add “the button” GA pays for the vendor to add the five lines

  • f code necessary to

add the button.

  • 3. Reduce Burden and Cost
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By Working Together, We Get There Faster

Higher Capacity District Lower Capacity District

State

Improved Student Outcomes

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Toughest Issues Remain

Turf Trust Technical Issues Time

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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 21st century.

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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
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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.

Development of the MLDS

PreK-12 Colleges and Universities Workforce and Training

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P20W Tools -- Dashboards

Data Funnel

P20w MLDS Database

P20W 360’ Dashboard & Analytics MSDE P12 Data DLLR Data MHEC Data Other Systems

Direct Federated

http://daaobi.msde.state.md.us:7008/analytics/saw.dll?Dashboard

MLDS Analyst

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Next Steps:

Dashboards
  • Student Growth
  • Maryland Scholars
  • P-20 Leadership
Educator Tools
  • Program Evaluation
  • Target Interventions
  • Alert Systems
Accountability
  • Federal Reports
  • State Requirements
  • Research Questions
System Tools and Governance

MSDE (P-12) MHEC (2-4yr. Colleges) DLLR (Workforce)

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  • M. Buell Snyder

Grad Nation Coordinator Jefferson County Public Schools

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

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In 2008, a John Hopkins study found there were 2000 schools that graduated less than 60 percent

  • f 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.

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It was for these reasons that we created the following BHAG (Big, Hairy, Audacious Goal):

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Top 5

most skilled and educated workforce by 2030.

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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.

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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.

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…This is where it gets interesting.

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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.

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And Then..

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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.

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A vision for a EWI dashboard:

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Our lessons started with a long view.

This is what we saw our first year.

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9th Grade Chronic Absenteeism Trends, Planning vs. Full Implementers, 2004-5 to 2009-10

72% 76% 77% 78% 78% 69% 74% 79% 85% 86% 84% 63% 30% 35% 40% 45% 50% 55% 60% 65% 70% 75% 80% 85% 90% 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 Planning (1783-2662) Full Year (n=1350-2717) 46
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Cody and Osborn

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

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big

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Time is not

  • n your side.
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Knowledge does not

create change by itself, AND the power of knowledge can be a friend and enemy.

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Relationships matter, and trust is needed.

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[Global] + Local matters.

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Aggregated visuals matter.

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Current EWI Report Summary

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Districts Statewide

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Less is more.

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