using data to improve student achievement aimee rogstad guidera august 2, 2012 on the web:...
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Using Data to Improve Student Achievement
Aimee Rogstad GuideraAugust 2, 2012
On the Web: DataQualityCampaign.org
On Twitter: @EdDataCampaign
August 2nd, 2012
Setting the Context: Why Data Matter
Decisions, Decisions……
In your personal life?
At work?
Did you have the data you needed?
Moving from Dartboards to Dashboards: Incorporating Data into Practice
In the education sector, leaders…o Make decisions by hunch or anecdoteo Throw darts hoping to hit the bullseye
In all other sectors, leaders…o Make decisions based on datao Have dashboards at their fingertips
To get from “here” to “there”, leaders…o Must lead a culture change o Support data use for continuous improvement
Changing the Culture Around Data Use
Past Future
Every State Has the Technical Capacity to Empower Education Stakeholders with Data
36 states have all 10 Elements, up from zero in 2005
But They Haven’t Yet Acted on that Capacity to Provide Stakeholders with Meaningful Data
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)
Imperative Action # of statesLink data
systems across P-20 and the workforce to answer key questions
1. Link state K-12 data systems with early learning, postsecondary, workforce, and other
11
2. Create sustainable support for LDS 273. Develop governance structures to guide LDS 364. Build state data repositories 44
Ensure that appropriate data can be accessed while protecting
privacy
5. Provide timely role-based access to data 26. Create progress reports with student-level data for educators, students, & parents to make individual decisions
29
7. Create reports with longitudinal statistics to guide change at system level
36
Build capacity of all stakeholders
to use longitudinal data
8. Develop a research agenda 319. Implement policies to ensure educators know how to use data appropriately
3
10. Raise awareness to ensure all key stakeholders know how to access and use data
23
39 states cannot link data
48 states don’t provide timely access to data
47 states have not taken steps
to build educator capacity
Data Are Not Linked and Accessible, and Stakeholders- like you- Do Not Have Capacity To Use Data
OR is missing Actions 1, 5, 8,
9, and 10
Conversations are changing…
Link data across systems
Ensure appropriate
access
Build capacity for use
…but there’s more work to be done to support effective data use…
…and that requires tackling tough territory.
Turf Trust Technical Issues Time
As a result of states’ progress…
Building Capacity is Necessary to Support Data Use
States have made great progress on building data systems, and now need to shift focus towards building capacity in three ways to ensure effective data use.
Responsibilities and Relationships: State agencies, as well as the districts they serve, need to take on collaborative roles that help to build capacity to deliver necessary data to meet education goals.
Invest in People: States must work to invest in people by not only delivering the “hard skills” of data use, but also work through peoples data “hang ups” to ensure effective data use.
Oregon is a leader! The OEIB and the state’s new governance policies demonstrate that OR is committed to viewing the work of education as a cross-state responsibility in which everyone has a stake.
Oregon is a leader!The Oregon DATA Project is a shining example of a state effectively investing in its people, and seeing results in student achievement.
Systems: States need to continue to invest in the necessary infrastructure and technical issues at every level to ensure that quality data is effectively and efficient delivered to stakeholders
By Working Together, We Get There Faster
Higher Capacity District
Lower Capacity District
StateImproved Student
Outcomes
When states and districts collaborate around data use, each single entity and the entire system can gain more powerful results- improving student achievement and system performance.
Connecting Education Data and Decisions
Increasing Teacher EffectivenessoDo my state’s policies ensure a measurably
effective educator workforce?oWith which students am I consistently most
effective?
Ensuring College and Career ReadinessoAre my state’s policies and data systems aligned to
ensure that expectations in P–12 support student success in postsecondary education?
oWhich courses should I take to ensure that I am prepared to take credit-bearing courses in college?
How Will We Know When We Are Successful?
When all education stakeholders demand and use quality data to make decisions
Do you have what you need?
» What are the 3 most critical pieces of information you need to do your job?
» When do you need them? In what format?» What information/data do you now have that you
can’t live without?» What do you need from the state? Your district?
your colleagues actionable? • Different use of time? • Training?• Tools?
From Compliance……To Service
PastSystems worked at cross-purposes
Data were not high quality, consistent or comparable
State system was designed to meet state needs and for compliance
Low-capacity districts struggled to collect/use data to inform decisions
FutureUnnecessary duplication of efforts is avoided
Data are provided within context of surrounding districts and schools
State approaches work as customer service entity
Lessons learned can be leveraged and scaled across the state
Maximize data investments
Build district capacity
Meet stakeholder needs
Ensure data comparability
Goals