evidence based initiatives: using data systems to improve education processes and outcomes

Copyright © 2009 Learning Point Associates. All rights reserved.

Evidence Based Evidence Based Initiatives: Using Data Initiatives: Using Data

Systems to Improve Systems to Improve Education Processes and Education Processes and

Outcomes Outcomes Matt Dawson

Director, REL MidwestAugust 2009

www.learningpt.org2

Overview

View from the Top (Down)Exploring the PossibilitiesLearning Point Associates SEC Projects

www.learningpt.org3

“Supposing is good, but finding out is better.” (Mark Twain)

www.learningpt.org

State Level Efforts

“Getting the Evidence for Evidence-Based Initiatives”• Available at:

http://ies.ed.gov/ncee/edlabs/regions/midwest/pdf/REL_2007016.pdf

4

www.learningpt.org

DQC Essential ElementsIL IN IA MI MN OH WI

Statewide student identifier X X X X X X XStudent-level enrollment data X X X X X X XStudent-level test data X X X X X X XInformation on untested students X X X X XStatewide teacher identifier with match

X

Student-level course completion dataStudent-level SAT, ACT, and AP exam

X X X X X X X

Student-level graduation and dropout

X X X X X X X

K-12 and higher ed. match X X XState data audit system X X X X X X X

5

www.learningpt.org

Exemplary Practices

Establishing LDS using unique student ID

Linking data across the systemDeveloping diagnosticsUsing accountability data

6

www.learningpt.org

Challenges and Constraints

Analytic capacity, staff, and resources Data burden FERPA

7

www.learningpt.org

Beyond Accountability: An Example

whereDi = number of FTE teachers needed to meet requirements in a

subject areaa = proportion of years that the student body is required to take

in a given subjectxi = average student enrollment in a given school y = class sizez = number of periods taught per FTE per day

8

/iiax yDz

www.learningpt.org

District Level Needs Sensing

Survey of principals and teachers• More time to use data• More training to interpret test scores• More systematic and relevant information• Training on putting what is learned into

practice• Training on working with the data being

collected

9

www.learningpt.org

District Focus Group Findings

Almost all districts use state assessment data Few find it useful

Few can link state and district data Lack of consistency between systems

Few have qualified personnel to make data available and understandable

10

www.learningpt.org

District Focus Group Findings

Interested in tracking academic growth over time

Interested in measuring teacher value-addNeed easy to understand tools and reportsData should meet the needs of various

audiencesData should be linked to strategies for

improvement

11

www.learningpt.org

How is your district

different?12

www.learningpt.org

Questions for Districts (and States)

What is the goal?How will the goal be reached?Why is that the way to reach the goal?

13

www.learningpt.org

Reading the Tea Leaves

Secretary DuncanJohn EastonARRA

14

www.learningpt.org

ARRA

www.learningpt.org

ARRA

www.learningpt.org

Examples of SEC work by LPA

NY: SEC as part of district audit processDE: State level project analyzing

alignment to standardsOH: Actively working with Ohio for last

5 yearsMI: Building capacity for future workIN: Primarily with districts in corrective

action

17

www.learningpt.org

Questions?

18

www.learningpt.org19

Matt DawsonP: 630-649-6563 F: 630-649-6700E-Mail: matt.dawson@learningpt.org1120 East Diehl Road, Suite 200Naperville, IL 60563-1486General Information: 800-356-2735