Data Driving Decision Making Institute for a Competitive Workforce - - PowerPoint PPT Presentation

Institute for a Competitive Workforce

Data Driving Decision Making

T

• day’s Speakers:

 Aimee Guidera

E xecutive Director Data Quality Campaign

 Missy Cochenour

Senior Associate, Policy R esearch and Analysis Data Quality Campaign

Data Driving Decision-M aking

Aimee Rogstad Guidera Executive Director M issy Cochenour Senior Associate, Policy Research and Analysis

T

• day’s Goals
• Present key findings from the Data for Action

2010: DQC’s State Analysis

• Learn how to use DQC’s data as a resource in

advancing your reform efforts

• Discuss key opportunities for states and

business leaders to partner in improving how data are collected, shared and used to improve student achievement

• Present opportunities for business leaders to

join the conversation

About Data for Action 2010

• Policymaking tool to support education

leaders to use data in decision making

• DQC’s state analysis annually measures

state-by-state progress toward building and using statewide longitudinal data systems to improve student achievement

• 2010 marks the sixth annual release of DQC’s

state analysis

For state-by-state analysis please visit: http:/ / www.DataQualityCampaign.org

Unprecedented Progress… Pivot Focus to Data Use

• States now have the quality data to answer almost

any critical question confronting policymakers.

• State policymakers must take action to ensure data

are not only collected but used to improve student achievement.

• We are at a critical juncture in education:

Stakes are high. Resources are dwindling. Expectations are rising. Will we as nation move beyond data for compliance to using data for continuous improvement? Will we as nation move beyond data for compliance to using data for continuous improvement?

1.States Have M ade Unprecedented Progress

2005 2010

No state had all 10 Essential Elements No state had all 10 Essential Elements 24 states report that they have all 10 Essential Elements 24 states report that they have all 10 Essential Elements

• 2. Too M any States Lack Essential Elements

Important to Current Policy Efforts

The Essential Elements that lag the most are required to inform today’s policy conversations, including conversations about teacher effectiveness and college and career readiness.

• 17 states cannot link teacher and student data (Element 5);
• 15 states do not collect course-taking information (Element 6);
• 11 states to report the inability to link K-12 and postsecondary

data (Element 9).

Critical Policy Questions Facing States

• What percentage of students graduate, according to the

four-year cohort graduation rate required by the 2008 federal regulations?

• What percentage of students require remediation in

postsecondary institutions?

• Which teachers consistently achieve the most individual

student growth in their classrooms?

52 states, up from 29 in 2005 41 states, up from 9 in 2005 34 states, up from 7 in 2005

M oving from the 10 Essential Elements to 10 State Actions to Create a Culture of Effective Data Use

Link data systems across P- 20 and the workforce to answer key questions Ensure that appropriate data can be accessed while protecting privacy Build capacity of all stakeholders to use longitudinal data

1. Link state K-12 data systems with early learning, postsecondary, workforce, and others 2. Create sustainable support for the longitudinal data system (LDS) 3. Develop governance structures to guide LDS 4. Build state data repositories 5. Provide timely role-based access to data 6. Create progress reports with student-level data for educators, students, and parents to make individual decisions 7. Create reports with longitudinal statistics to guide change at system level 8. Develop a research agenda 9. Implement policies to ensure educators know how to use data appropriately

• 10. Raise awareness to ensure all key stakeholders

know how to access and use data

• 3. States Have Not Taken Action to

Ensure Data are Used

2010

No states have taken all 10 State Actions No states have taken all 10 State Actions

Build Capacity Link Systems Only 9 states link P-20 and workforce data regularly. (Action 1) Only 8 states provide timely access to information while protecting student

• privacy. (Action 5)

Only 1 state has taken action to build educator capacity to use data. (Action 9)

States have begun to make progress toward the three overarching imperatives for creating a culture of effective data use, but more leadership and political will is required.

Ensure Access and Privacy

• 4. Data Are Not Linked and Accessible, and

Stakeholders Do Not Have Capacity To Use Data

Continuous Improvement

Recap: DQC’s Data for Action 2010 Findings

1. States Have M ade Unprecedented Progress Building Data S ystems 2. Too M any States Lack Essential Elements Important to Current Policy Efforts 3. States Have Not Taken Action to Ensure Data are Used 4. Data Are Not Linked And Accessible, and Stakeholders Do Not Have Capacity To Use Data

DQC Recommends: 5 Game-Changing Priorities for States

1. Fulfill the 50-state commitment to implement the 10 Essential Elements by September 2011. 2. Link K–12 with early childhood, postsecondary and workforce data to answer critical policy questions. 3. Provide parents, students, and teachers with access to longitudinal student-level data. 4. Share data about teacher impact on student achievement with educator preparation institutions. 5. Enact statewide preservice policies, including certification and licensure, and program approval, to build educator capacity to use data.

Where does your state stand?

Let’s take a look… .

http:/ / dataqualitycampaign.org/

Business Leadership to Support the Use of Data to Improve Student Achievement



Ensure your state is addressing the 5 Game Changing Priorities

• Incorporate these key data messages into your advocacy efforts
• Reinforce with newly elected/appointed policymakers the integral role of data

systems to the policy conversations



Build Demand for Data Systems and the Information they Provide

• “ Insist on greater transparency and better use of data in informing policy and

practice” (The “ Superman” Report)

• Reinforce the use of quality longitudinal data to determine ROI and inform allocation
• f scarce resources in these budget crises
• Commit to USING data as part of your corporate philanthropic efforts (DEM AND DATA

at all points in the grant making process!)



Offer business expertise and perspective on M anaging for Results

• Partner, mentor, train school and system leaders around managing with data
• Include education leaders in your corporate training/ professional development

around communicating data effectively and managing for results

Opportunities to Join the Conversation



DQC National Event on Using Data & Protecting Privacy

• April 28th, 2011 (in DC and broadcast live on web)



Data 101 Regional M eetings

• 4 regional meetings this summer; state leadership teams

invited



Field Trips on various data hot topics



Sign up for regular updates from the DQC at www.DataQualityCampaign.org



… and let us know how DQC can support YOUR specific efforts

Q&A

 There are two ways to ask a question:

 If you are using the telephone for audio, click the “raise

your hand” icon in the right hand corner of your computer and we will call on your name and unmute your line so you can ask the question yourself.

 If you are using the computer for audio, please press

the red arrow in the right hand corner, and then type your question into the Questions box.

Web-backup Slides

Where does your State Stand: How to Use Data for Action as a Resource

How does your state fare on the 5 game changing priorities? Let’s take a look… .

http:/ / dataqualitycampaign.org/

• 1. 50 State Commitment to Implement the 10

Essential Elements

• 2. Link Systems to Answer Policy Questions

Critical Policy Questions Overview

• f Actions

and Elements

• 3. Provide parents, students, and teachers

with access to longitudinal student-level data.

Action 6 Overview National Level State Level

• 4. Share Teacher Data with Teacher Education

Programs

• 5. Enact Statewide Preservice Policies to Build

Teacher Capacity to Use Data

Linking to DQC Resources

Institute for a Competitive Workforce

www.uschamber.com/ icw

Q&A

 There are two ways to ask a question:

 If you are using the telephone for audio, click the “raise

your hand” icon in the right hand corner of your computer and we will call on your name and unmute your line so you can ask the question yourself.

 If you are using the computer for audio, please press

the red arrow in the right hand corner, and then type your question into the Questions box.