early warning indicator development for dc public schools: lessons for establishing a foundation for...
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Early Warning Indicator Development for DC Public Schools:Lessons for Establishing a Foundation for Data Use in Schools
Becky SmerdonCouncil of Great City Schools
October 21, 2010
Background: Types of Indicators
INDICATORS DESCRIPTION
ON-TRACK FOR HIGH SCHOOL
ON-TRACK FOR HIGH SCHOOL GRADUATION
ON-TRACK FOR COLLEGE
Academic characteristics of students in grades 6-8 that predict successful transition into high school
Academic and behavioral characteristics of students in grades 9-12 that predict high school graduation
Academic and behavioral characteristics of students in grades 9-12 that predict high school graduation and meeting minimum requirements for college admission
Early Warning Indicator
DCPS Context
• Desire for Early Warning Indicator, need for it
BUT• Data system was a work-in-progress– Absenteeism underreported– Transcript data highly suspicious– About ¼ of students had three years of data
Change of Direction: How are Data Collected and Used?
• Schools do a better job of collecting data when there are clear guidelines for collection and quality control and someone, with the skills and time, is responsible for collection and reporting
• Teachers are more likely to use data that they perceive will help them teach to their students
• Using data for decisionmaking is a learned skill
Recommendations to ensure that valid, reliable information is being collected
• Establish common, standardized definitions and coding procedures across the school district for collected data;
• Establish a set of validation rules that are applied to submitted data prior to formally accepting the data;
• Perform statistical checks on data submitted by schools;• Establish a system for investigating the accuracy of data flagged by the statistical
checks;• Create standards for the percent of departing students that schools must be
able to locate;• Conduct on-site data quality checks at a number of schools each quarter;• Determine and provide supports needed for schools to ensure the collection
and submission of accurate and complete information (staff, computers, training, etc);
• Impose consequences on schools that do a poor job of collecting and submitting accurate and complete information.
Adapted from the Data Quality Campaign’s Survey Elements: http://www.dataqualitycampaign.org/survey/elements
National High School Center ToolUsing an Early Warning Indicator Tool
7-Step Implementation Guide
For more information, www.betterhighschools.org