The document discusses the importance of early warning systems (EWS) that use student data to identify students at risk of academic failure or dropping out. It outlines the state's role in developing and implementing effective EWS. States need to encourage the use of predictive analytics, support research-based indicators, ensure timely high-quality data, and provide stakeholders access to early warning data. Done correctly, EWS can help educators intervene early and keep students on track to graduate college and career ready.
States are increasingly using early warning systems to identify students at risk of falling off track to graduation. These systems analyze data like attendance, behavior, and course performance to predict which students may need additional support. States provide this early warning data to districts, schools, teachers, counselors, and parents to help guide intervention efforts. While more states are developing early warning systems, most only provide the data periodically or upon request. Going forward, states aim to better support stakeholders in using predictive analytics to keep students on a path to both high school graduation and future career or college readiness.
The document discusses monitoring, evaluation, indicators, and data quality in the context of management information systems (MIS). It provides definitions and explanations of key concepts:
Monitoring is the regular tracking of project inputs, activities, outputs, outcomes and impacts. Evaluation determines the relevance, effectiveness, efficiency and sustainability of a project. Good indicators for monitoring and evaluation should be useful, valid, reliable, and understandable. Both quantitative and qualitative data and methods can be used. Ensuring high quality data involves clear goals, training, checks and addressing errors. Together, monitoring, evaluation and quality data support effective project management through information systems.
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Â
Autonomous district schools (sometimes called âin-district chartersâ) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districtsâ ability to meet familiesâ and studentsâ needs and to improve outcomes.
âAutonomous District Schools: Lessons From the Field on a Promising Strategyâ summarizes Bellwetherâs work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISDâs Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, âAutonomous District Schools: Tools for Planning and Launching,â which offers concrete resources for leaders interested in planning an autonomous school or network.
Early Learning in the USA and the Economic Crisis EduSkills OECD
Â
The document summarizes Jacqueline Jones' presentation on early learning in the US and the economic crisis at the 7th Meeting of the OECD Network on Early Childhood and Care in Paris. It discusses the goals of improving outcomes for children from birth to 3rd grade. Major public funding streams that support early learning are outlined, as well as interagency collaboration and coordination efforts. Challenges from the economic downturn, such as more children in poverty and reductions in childcare programs, are also summarized.
This study aims to identify factors that influence whether higher education institutions offer distance education programs. It will analyze data from a 2000-2001 survey of over 4,000 college administrators regarding 16 predictors of their institutions' distance education offerings. These predictors include issues like faculty workload, costs, technology infrastructure, and policies. The goal is to determine characteristics of successful versus unsuccessful distance education programs to help administrators make informed decisions about starting or expanding such offerings.
Overview of the New Jersey Education to Earnings Data SystemKathy Krepcio
Â
Overview of the New Jersey Education to Earnings Data System, a partnership of the John J. Heldrich Center for Workforce Development and the New Jersey Department of Labor and Workforce Development, the Department of Education, and the Office of the Secretary of Higher Education
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Â
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today â with unfamiliar school configurations and unknown impacts on student outcomes â it is more important than ever that districts are diligent about assessing schoolsâ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
States are increasingly using early warning systems to identify students at risk of falling off track to graduation. These systems analyze data like attendance, behavior, and course performance to predict which students may need additional support. States provide this early warning data to districts, schools, teachers, counselors, and parents to help guide intervention efforts. While more states are developing early warning systems, most only provide the data periodically or upon request. Going forward, states aim to better support stakeholders in using predictive analytics to keep students on a path to both high school graduation and future career or college readiness.
The document discusses monitoring, evaluation, indicators, and data quality in the context of management information systems (MIS). It provides definitions and explanations of key concepts:
Monitoring is the regular tracking of project inputs, activities, outputs, outcomes and impacts. Evaluation determines the relevance, effectiveness, efficiency and sustainability of a project. Good indicators for monitoring and evaluation should be useful, valid, reliable, and understandable. Both quantitative and qualitative data and methods can be used. Ensuring high quality data involves clear goals, training, checks and addressing errors. Together, monitoring, evaluation and quality data support effective project management through information systems.
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Â
Autonomous district schools (sometimes called âin-district chartersâ) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districtsâ ability to meet familiesâ and studentsâ needs and to improve outcomes.
âAutonomous District Schools: Lessons From the Field on a Promising Strategyâ summarizes Bellwetherâs work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISDâs Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, âAutonomous District Schools: Tools for Planning and Launching,â which offers concrete resources for leaders interested in planning an autonomous school or network.
Early Learning in the USA and the Economic Crisis EduSkills OECD
Â
The document summarizes Jacqueline Jones' presentation on early learning in the US and the economic crisis at the 7th Meeting of the OECD Network on Early Childhood and Care in Paris. It discusses the goals of improving outcomes for children from birth to 3rd grade. Major public funding streams that support early learning are outlined, as well as interagency collaboration and coordination efforts. Challenges from the economic downturn, such as more children in poverty and reductions in childcare programs, are also summarized.
This study aims to identify factors that influence whether higher education institutions offer distance education programs. It will analyze data from a 2000-2001 survey of over 4,000 college administrators regarding 16 predictors of their institutions' distance education offerings. These predictors include issues like faculty workload, costs, technology infrastructure, and policies. The goal is to determine characteristics of successful versus unsuccessful distance education programs to help administrators make informed decisions about starting or expanding such offerings.
Overview of the New Jersey Education to Earnings Data SystemKathy Krepcio
Â
Overview of the New Jersey Education to Earnings Data System, a partnership of the John J. Heldrich Center for Workforce Development and the New Jersey Department of Labor and Workforce Development, the Department of Education, and the Office of the Secretary of Higher Education
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Â
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today â with unfamiliar school configurations and unknown impacts on student outcomes â it is more important than ever that districts are diligent about assessing schoolsâ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
This document summarizes several projects and resources related to learning analytics. It discusses the Learning Analytics Map of Activities, Research and Roll-out (LAMARR) project at the University of Edinburgh which aims to develop critical and participatory approaches to educational data analysis. It also mentions the Learning Analytics Report Card (LARC) project which explores critical awareness with report cards. Additionally, it provides an overview of the Supporting Higher Education to Integrate Learning Analytics (SHEILA) project which developed a learning analytics policy framework through interviews and surveys. The document also shares findings from the SHEILA project about the adoption of learning analytics in higher education and key challenges identified. It outlines the principles and purposes of the University of Edinburgh's
Strengthening Information Systems for Community Based HIV ProgramsMEASURE Evaluation
Â
This document discusses strengthening information systems for community-based HIV programs. It describes the components and challenges of community-based HIV information systems. It also summarizes a technical consultation on information systems that presented tools and experiences, and proposed recommendations to fill gaps in community-based HIV information systems. The goal is to provide high quality data that improves programs and facilitates reporting throughout health systems.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Â
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
âUnfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gapsâ synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization â classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge â while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of ârigor versus personalizationâ and toward a future that effectively blends the two.
Impact Evaluation of Approaches to Strengthen Health Facility Operation and M...MEASURE Evaluation
Â
This document provides the baseline results of an evaluation of approaches to strengthen health facility operation and management committees (HFOMCs) in Nepal. The evaluation aims to examine the impacts of integrating gender equality and social inclusion training and community engagement approaches into HFOMC capacity building.
Key findings from the baseline include: HFOMCs are generally perceived as inactive with unclear roles and responsibilities. Awareness of HFOMCs is low, especially among disadvantaged groups. Travel times to health facilities vary between districts and social groups. While most women rate health service quality positively, 31-40% report concerns like lack of medicines. The baseline establishes a benchmark for comparing impacts of the HFOMC strengthening interventions.
The document discusses using computer generated data analysis to guide classroom instruction. It provides statistics showing a decline in student vocabulary and issues with manipulating statistics for political purposes. The document discusses questions teachers can ask about student data on specific learning goals to guide instruction, such as what is being tested, how it correlates with assessments, and common student errors. It provides several links to resources on using data-driven decision making to improve schools.
Breaking Down âBack to the Staffing SurgeâEdChoice
Â
Our latest reportââBack to the Staffing Surgeââmeasures US public school employment growth versus student growth as well as teacher salary fluctuations and student outcomes over the past 65 years using publicly available data that state departments of education annually report to the U.S. Department of Education. The results were shocking.
What did the numbers say exactly? And what could our system have done to better serve public school teachers and students? Flip through this slide show to learn more!
To access the full Back to the Staffing Surge report and more resources, including a podcast video with author Dr. Ben Scafidi, visit www.edchoice.org/StaffingSurge.
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
Â
The Kansas City Teacher Residency program launched in 2016 to recruit, develop, and retain teachers for the Kansas City region. After three years of operation, the program underwent a strategic planning process to refine its business model and ensure long-term sustainability. The planning process included evaluating KCTR's current financial model and benchmarking other teacher residency programs. It revealed that KCTR relies heavily on philanthropic funding and has opportunities to optimize expenditures. The new strategic plan developed by KCTR focuses on strengthening partnerships, optimizing costs, exploring new revenue sources, and gradually growing enrollment while ensuring program quality. The changes are expected to lower KCTR's per-resident costs and reduce its long-term fundraising needs.
Beyond Indicators and Reporting: M&E as a Systems Strengthening InterventionMEASURE Evaluation
Â
This document discusses monitoring and evaluation (M&E) systems and their importance in strengthening health systems. It notes that while demand for M&E is increasing, many country systems remain weak. Progress has been made in harmonizing indicators and developing tools and guidelines. Case studies from Jamaica and Cote d'Ivoire show how focused efforts to strengthen M&E systems can improve data quality and use over time. Building strong M&E requires addressing technical, organizational and behavioral factors and is a long-term intervention that needs sustained investment.
Evaluating Impact: Lessons Learned from MEASURE EvaluationMEASURE Evaluation
Â
During a September presentation at South Africaâs Department of Planning, Monitoring and Evaluation, Dr. Jason Smith shared experiences and lessons learned on evaluating impact from MEASURE Evaluation Phase III implementation
Instruments for measuring public satisfaction with the educationEmad Mohammed Sindi
Â
Instruments used by the U.S. Department of Education and the U.K. Department for education to measure satisfaction with public and private education in their countries.
Teacher evaluations-and-local-flexibilityDavid Black
Â
School Improvement Network conducted study of 50 state department of education officials who are responsible for implementing teacher evaluation policy to better understand state teacher evaluation policy and how much flexibility districts have at the local level to implement state requirements. The goal was to inform ourselves, school districts and local schools how much freedom and flexibility, or lack thereof, they have to innovate on behalf of their own teachers and students particularly when it comes to using technology to achieve their professional development needs.
Evaluating Impact of OVC Programs: Standardizing our methodsMEASURE Evaluation
Â
Jen Chapman presents on the Orphans and Vulnerable Children Program Evaluation Tool Kit, which supports PEPFAR-funded programs and helps fulfill the aims presented in the USAID Evaluation Policy.
The pilot project used SIF to track student attendance across three jurisdictions (WA, SA, NT) to address issues with tracking mobile indigenous students who frequently change schools and cross state borders. SIF gathered attendance data from each jurisdiction and matched it centrally in a "Central Schools" application to provide a single view of attendance. This allowed daily tracking of attendance without creating a new data system. The pilot demonstrated that SIF can support complex cross-jurisdictional data sharing projects.
Using EQROs to Improve the Quality of Preventive and Developmental Servicesnashp
Â
This document discusses using external quality review organizations (EQROs) to improve the quality of preventive and developmental services for children in Medicaid managed care plans. It finds that while states are required to assess quality, most current EQRO reports provide only basic data without interpretation. The document provides guidance to states on developing quality strategies and contracts with EQROs that specifically focus on preventive and developmental services for children, such as measuring developmental screening rates and referral outcomes. States can better utilize EQROs and federal regulations to improve children's healthcare quality by undertaking strategic planning with stakeholder input.
OLC ACCELERATE PRESENTATION TITLED:
An Analysis and Critique of the United States Department of Education/Institute of Education Sciences New Report on Using Technology to Support Postsecondary Learning: Insights, Suggestions, and Methods
November 2019
Health Information Systems Strengthening (HISS) in KenyaMEASURE Evaluation
Â
This document discusses lessons learned from strengthening health information systems (HIS) in Kenya through the Health Information Systems Strengthening (HISS) model. It outlines how the MEASURE Evaluation PIMA project mapped its interventions to the HISS model components of creating an enabling environment, information generation, and ensuring HIS performance. Key contributions included tools and approaches for assessments, capacity building, and prioritizing data use. Moving forward, priorities include ensuring government ownership and sustainability, cost-effective capacity building, incorporating new technologies, and continuous learning to document best practices.
1) Data science integrates locating key data, turning data into actionable information, and communicating information effectively to address challenges in analyzing the growing amount of global data.
2) MEASURE Evaluation uses data science to strengthen health information systems and decision-making in over 25 countries by improving data collection, analysis, and management capacity.
3) Examples show how data science can leverage new data sources like mobile phones and social media to provide insights into health issues and help achieve USAID priorities like the AIDS Free Generation.
The document discusses factors that can help propel low-income students into college and careers. It notes that assessments like NWEA can project student progress toward college readiness and help teachers guide instruction. The document also discusses the importance of preparing students for upwardly mobile careers, keeping them on an academic track, and maximizing their chances of graduation from high school, career training, or college. Simplifying financial aid applications, like the FAFSA, can significantly increase college enrollment and aid receipt among low-income students.
C.S. Lewis explored Jungian archetypes and their relationship to numinous experiences. Archetypes evoke universal, instinctual, and emotional reactions from images, shapes, and story patterns in the collective unconscious. Lewis believed archetypes were connected to basic moral truths and reflected in stock responses, but was unsure if they were truly universal. He saw myth as a way God could speak through poets. The document discusses how different dangers evoke different emotional responses and analyzes archetypes like decay, the preying older male, and their narrative patterns.
This document analyzes student performance on the ACT exam from 2007 to 2011 for large urban school districts and compares it to national averages. It finds that while urban district ACT scores and college readiness rates improved over this period, gaps between white and minority students remained large. The largest urban districts represent a growing share of ACT test takers nationally, especially for Hispanic and African American students. A few districts showed significant gains and narrowed gaps with the nation during this period.
This document summarizes several projects and resources related to learning analytics. It discusses the Learning Analytics Map of Activities, Research and Roll-out (LAMARR) project at the University of Edinburgh which aims to develop critical and participatory approaches to educational data analysis. It also mentions the Learning Analytics Report Card (LARC) project which explores critical awareness with report cards. Additionally, it provides an overview of the Supporting Higher Education to Integrate Learning Analytics (SHEILA) project which developed a learning analytics policy framework through interviews and surveys. The document also shares findings from the SHEILA project about the adoption of learning analytics in higher education and key challenges identified. It outlines the principles and purposes of the University of Edinburgh's
Strengthening Information Systems for Community Based HIV ProgramsMEASURE Evaluation
Â
This document discusses strengthening information systems for community-based HIV programs. It describes the components and challenges of community-based HIV information systems. It also summarizes a technical consultation on information systems that presented tools and experiences, and proposed recommendations to fill gaps in community-based HIV information systems. The goal is to provide high quality data that improves programs and facilitates reporting throughout health systems.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Â
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
âUnfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gapsâ synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization â classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge â while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of ârigor versus personalizationâ and toward a future that effectively blends the two.
Impact Evaluation of Approaches to Strengthen Health Facility Operation and M...MEASURE Evaluation
Â
This document provides the baseline results of an evaluation of approaches to strengthen health facility operation and management committees (HFOMCs) in Nepal. The evaluation aims to examine the impacts of integrating gender equality and social inclusion training and community engagement approaches into HFOMC capacity building.
Key findings from the baseline include: HFOMCs are generally perceived as inactive with unclear roles and responsibilities. Awareness of HFOMCs is low, especially among disadvantaged groups. Travel times to health facilities vary between districts and social groups. While most women rate health service quality positively, 31-40% report concerns like lack of medicines. The baseline establishes a benchmark for comparing impacts of the HFOMC strengthening interventions.
The document discusses using computer generated data analysis to guide classroom instruction. It provides statistics showing a decline in student vocabulary and issues with manipulating statistics for political purposes. The document discusses questions teachers can ask about student data on specific learning goals to guide instruction, such as what is being tested, how it correlates with assessments, and common student errors. It provides several links to resources on using data-driven decision making to improve schools.
Breaking Down âBack to the Staffing SurgeâEdChoice
Â
Our latest reportââBack to the Staffing Surgeââmeasures US public school employment growth versus student growth as well as teacher salary fluctuations and student outcomes over the past 65 years using publicly available data that state departments of education annually report to the U.S. Department of Education. The results were shocking.
What did the numbers say exactly? And what could our system have done to better serve public school teachers and students? Flip through this slide show to learn more!
To access the full Back to the Staffing Surge report and more resources, including a podcast video with author Dr. Ben Scafidi, visit www.edchoice.org/StaffingSurge.
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
Â
The Kansas City Teacher Residency program launched in 2016 to recruit, develop, and retain teachers for the Kansas City region. After three years of operation, the program underwent a strategic planning process to refine its business model and ensure long-term sustainability. The planning process included evaluating KCTR's current financial model and benchmarking other teacher residency programs. It revealed that KCTR relies heavily on philanthropic funding and has opportunities to optimize expenditures. The new strategic plan developed by KCTR focuses on strengthening partnerships, optimizing costs, exploring new revenue sources, and gradually growing enrollment while ensuring program quality. The changes are expected to lower KCTR's per-resident costs and reduce its long-term fundraising needs.
Beyond Indicators and Reporting: M&E as a Systems Strengthening InterventionMEASURE Evaluation
Â
This document discusses monitoring and evaluation (M&E) systems and their importance in strengthening health systems. It notes that while demand for M&E is increasing, many country systems remain weak. Progress has been made in harmonizing indicators and developing tools and guidelines. Case studies from Jamaica and Cote d'Ivoire show how focused efforts to strengthen M&E systems can improve data quality and use over time. Building strong M&E requires addressing technical, organizational and behavioral factors and is a long-term intervention that needs sustained investment.
Evaluating Impact: Lessons Learned from MEASURE EvaluationMEASURE Evaluation
Â
During a September presentation at South Africaâs Department of Planning, Monitoring and Evaluation, Dr. Jason Smith shared experiences and lessons learned on evaluating impact from MEASURE Evaluation Phase III implementation
Instruments for measuring public satisfaction with the educationEmad Mohammed Sindi
Â
Instruments used by the U.S. Department of Education and the U.K. Department for education to measure satisfaction with public and private education in their countries.
Teacher evaluations-and-local-flexibilityDavid Black
Â
School Improvement Network conducted study of 50 state department of education officials who are responsible for implementing teacher evaluation policy to better understand state teacher evaluation policy and how much flexibility districts have at the local level to implement state requirements. The goal was to inform ourselves, school districts and local schools how much freedom and flexibility, or lack thereof, they have to innovate on behalf of their own teachers and students particularly when it comes to using technology to achieve their professional development needs.
Evaluating Impact of OVC Programs: Standardizing our methodsMEASURE Evaluation
Â
Jen Chapman presents on the Orphans and Vulnerable Children Program Evaluation Tool Kit, which supports PEPFAR-funded programs and helps fulfill the aims presented in the USAID Evaluation Policy.
The pilot project used SIF to track student attendance across three jurisdictions (WA, SA, NT) to address issues with tracking mobile indigenous students who frequently change schools and cross state borders. SIF gathered attendance data from each jurisdiction and matched it centrally in a "Central Schools" application to provide a single view of attendance. This allowed daily tracking of attendance without creating a new data system. The pilot demonstrated that SIF can support complex cross-jurisdictional data sharing projects.
Using EQROs to Improve the Quality of Preventive and Developmental Servicesnashp
Â
This document discusses using external quality review organizations (EQROs) to improve the quality of preventive and developmental services for children in Medicaid managed care plans. It finds that while states are required to assess quality, most current EQRO reports provide only basic data without interpretation. The document provides guidance to states on developing quality strategies and contracts with EQROs that specifically focus on preventive and developmental services for children, such as measuring developmental screening rates and referral outcomes. States can better utilize EQROs and federal regulations to improve children's healthcare quality by undertaking strategic planning with stakeholder input.
OLC ACCELERATE PRESENTATION TITLED:
An Analysis and Critique of the United States Department of Education/Institute of Education Sciences New Report on Using Technology to Support Postsecondary Learning: Insights, Suggestions, and Methods
November 2019
Health Information Systems Strengthening (HISS) in KenyaMEASURE Evaluation
Â
This document discusses lessons learned from strengthening health information systems (HIS) in Kenya through the Health Information Systems Strengthening (HISS) model. It outlines how the MEASURE Evaluation PIMA project mapped its interventions to the HISS model components of creating an enabling environment, information generation, and ensuring HIS performance. Key contributions included tools and approaches for assessments, capacity building, and prioritizing data use. Moving forward, priorities include ensuring government ownership and sustainability, cost-effective capacity building, incorporating new technologies, and continuous learning to document best practices.
1) Data science integrates locating key data, turning data into actionable information, and communicating information effectively to address challenges in analyzing the growing amount of global data.
2) MEASURE Evaluation uses data science to strengthen health information systems and decision-making in over 25 countries by improving data collection, analysis, and management capacity.
3) Examples show how data science can leverage new data sources like mobile phones and social media to provide insights into health issues and help achieve USAID priorities like the AIDS Free Generation.
The document discusses factors that can help propel low-income students into college and careers. It notes that assessments like NWEA can project student progress toward college readiness and help teachers guide instruction. The document also discusses the importance of preparing students for upwardly mobile careers, keeping them on an academic track, and maximizing their chances of graduation from high school, career training, or college. Simplifying financial aid applications, like the FAFSA, can significantly increase college enrollment and aid receipt among low-income students.
C.S. Lewis explored Jungian archetypes and their relationship to numinous experiences. Archetypes evoke universal, instinctual, and emotional reactions from images, shapes, and story patterns in the collective unconscious. Lewis believed archetypes were connected to basic moral truths and reflected in stock responses, but was unsure if they were truly universal. He saw myth as a way God could speak through poets. The document discusses how different dangers evoke different emotional responses and analyzes archetypes like decay, the preying older male, and their narrative patterns.
This document analyzes student performance on the ACT exam from 2007 to 2011 for large urban school districts and compares it to national averages. It finds that while urban district ACT scores and college readiness rates improved over this period, gaps between white and minority students remained large. The largest urban districts represent a growing share of ACT test takers nationally, especially for Hispanic and African American students. A few districts showed significant gains and narrowed gaps with the nation during this period.
The launch of the National Women's Council of Ireland's handbook, âBetter Boards, Better Business, Better Societyâ, the purpose of which is to increase the numbers of women on boards in Ireland. March 2015
Mohammed Abdulrahman Ghafour is an Iraqi Kurdish man seeking employment. He received a BSc in Production, Industrial and Metallurgy Engineering and an MSc in Production Engineering from the University of Technology in Baghdad, Iraq. He has over 10 years of work experience in finance, construction, sales, and purchasing roles. His skills include accounting, mechanical work, AutoCAD design, logistics, and production line operations. He is fluent in Arabic and proficient in English.
This document provides instructions for making a leather headdress with horns. It includes a list of necessary materials like leather, plastic deer antlers, zippers and elastic. The instructions describe creating a muslin mockup and fitting it to the actor's head, joining leather pieces with a zipper, securing the headdress with elastic under the chin and ears, and attaching the horns using gorilla glue and a shoelace for stability. The finished headdress allows an actor to take on the role of a character with horns.
This document discusses challenges in heavy manufacturing, specifically predicting and controlling weld distortion. It outlines the consequences of weld distortion such as additional fitting costs, increased weld time, and compromised structural integrity. It then describes various types of distortion and explains that mitigating distortion can be expensive and time-consuming. Methods for predicting distortion include thermal elastic-plastic finite element analysis, inherent strain methods, and plasticity-based analysis. Software tools like WeldFEA, Q-Weld, and WeldPredictor can evaluate fixture issues, select welding parameters, optimize sequences, and determine pre-bending needs. The document provides an example of savings from controlling buckling during shipbuilding.
Dokumen tersebut membahas tentang motivasi diri dan cara meningkatkan motivasi. Beberapa poin pentingnya adalah bahwa motivasi mengarahkan tingkah laku untuk mencapai tujuan, kegagalan adalah dasar kesuksesan, dan tujuan utama motivasi adalah untuk mencapai tujuan tertentu seperti meningkatkan prestasi belajar siswa.
This document summarizes the major corrosion degradation experienced by various out-of-core materials used in operating CANDU nuclear reactors over the past 30 years. It discusses the materials choices for life extensions and new reactor designs like the ACR to address aging-related degradation. The basis for these choices includes lessons learned from 30 years of operational experience as well as research and development to support long-term performance predictions.
As all drivers know, a DWI is not only dangerous and often fatal it is also illegal in the United States. To combat this, officers will stop drivers suspected of DWI. The suspected driver then has to undergo a series of tests to determine if they are indeed intoxicated.
The Temple of Edfu is located on the west bank of the Nile in the city of Edfu. It was constructed during the Ptolemaic period between 237-57 BC and was ordered by Ptolemaic kings. The temple was built from local limestone and sandstone using pulleys, ramps, and a large labor force. It has a massive and rigid structure made of large stone elements like columns, beams, and walls that are resistant to stresses from compression and bending.
Magicman provides on-site repairs for hard surfaces to provide a greener alternative to replacement. The claims manager of Centrica Claims Management Unit was astounded by the repairs Magicman carried out to items they thought would require replacement. Magicman repairs floors, doors, worktops, sanitary ware, furniture, ceramics, tiles, uPVC, stonework and more on-site. Their repairs aim to restore items to an "as new" condition, saving up to 80% compared to replacement while reducing waste and emissions.
Three sentences summarizing the key points:
The document discusses the benefits of gender diversity on company boards and in leadership positions, noting that it helps with talent recruitment, understanding customers, employee engagement, innovation, and reputation. It also lists topics from a global dialogue on closing the gender gap including women in business, education, politics, and entrepreneurship. The business case outlined includes talent acquisition, valuable customers, employee engagement, innovation, and brand reputation.
Using Data to Improve Minority-Serving Institution SuccessDawn Follin
Â
This document discusses how Minority-Serving Institutions (MSIs) can better use data to improve student and institutional success and meet national college completion goals. It outlines that MSIs have traditionally educated underserved student populations but some are not fully utilizing data to assess areas for improvement. The document recommends that MSIs adopt interim measures to track student progress and success at multiple points along their educational pathway, such as placement upon entry, persistence in continuous enrollment, progression toward earning a credential, and ultimate completion. These interim measures can provide a more comprehensive view of student outcomes than traditional metrics like graduation rates alone.
States are increasingly focused on ensuring students graduate high school prepared for college and careers. To improve preparation efforts, stakeholders need information on student outcomes after high school. Many states now produce high school feedback reports using longitudinal data systems, but report quality and content varies. Most reports include indicators like college enrollment, remediation, credit accumulation and completion rates. Further development of these reports could help stakeholders better support student success.
This document summarizes a workshop on data-driven decision making. The workshop agenda includes learning about the Vision to Know and Do initiative, small group exercises, and reporting out. Vision to Know and Do helps educators use data effectively through an accessible website and framework. The document discusses how data collection and analysis are important for accountability under No Child Left Behind. It provides examples of data-rich school districts and outlines the key steps in effective data-driven decision making processes.
The document summarizes the Early Learning Challenge, a federal initiative that helps states improve early learning systems for young children. It describes the vision to increase quality and access to produce better education and life outcomes. States compete for grants to build coherent systems through a quality rating system, aligned standards and assessments, a qualified workforce, and progress monitoring. The five required areas address successful state systems, high-quality programs, child outcomes, workforce development, and outcome measurement.
This document discusses the importance of data in education and provides an overview of key topics related to data use. It defines different types of data, sources of data, and how data can be used at various levels within the education system. The goal is to shift toward using data in strategic and thoughtful ways to inform decisions and improve student outcomes. Leaders are encouraged to develop a culture of inquiry and data-informed decision making.
The document discusses promoting effective data use at the federal level. It summarizes that the federal government has helped foster a culture of data use in states through legislation, regulation, and financial support. At the federal level, leaders can promote policies that reduce burdens on states, encourage collaboration across agencies, and help build stakeholders' capacity to use data while ensuring privacy and security. The document also provides a brief overview of the Data Quality Campaign's federal policy principles.
Many states are expanding their Career and Technical Education (CTE) programs with the passage of Perkins V. States are exploring how to leverage the infrastructure of their statewide longitudinal data systems (SLDS) to collect, integrate, and report CTE data. This presentation details the success of the Pennsylvania Department of Education in leveraging the eScholar Complete Data Warehouse and Uniq-ID to enhance their CTE programs.
The document discusses key concepts in educational statistics used in development research. It defines educational statistics, describes common statistical methods like descriptive statistics, and explains why educational data is important for measuring progress, evaluating policies, and informing development strategies. The document also discusses factors that can influence educational statistics, such as socioeconomic conditions, access to education, and teacher quality.
This document discusses the creation of a system-wide data warehouse called the Common Data Repository and Electronic Data Warehouse (CDR/EDW) by the Tennessee Board of Regents (TBR) to facilitate data-driven decision making. It aims to organize student data from all TBR institutions to allow for data mining and analytics at the system level. The document outlines some challenges to implementing such a data warehouse, presents case studies of similar projects, and provides recommendations for effective use of the CDR/EDW, including potential questions it could help answer across multiple institutions.
The document discusses strategies and goals for improving education outcomes across nine communities in South King County and South Seattle. The goal is to double the number of students graduating from college or earning a career credential by 2020. Key strategies include collecting and reporting data on progress, engaging the community, and aligning funder investments to support evidence-based programs from early childhood through post-secondary education. A number of programs and initiatives are highlighted that aim to help students succeed at each stage of the educational continuum.
The document discusses the implications of Electronic Case Management (ECM) and use of electronic data for personalized learning. Key points include:
1) ECM requires different agencies like education, social services, and police to share information to help vulnerable students.
2) Sharing data across systems can help identify at-risk students and allow earlier intervention.
3) Developing a single national data repository could enable tracking of student progress and more personalized education.
Leandro accountability work group priorities â September 2019EducationNC
Â
Changes to the recommendations from the assessment/accountability work group of the Governor's Commission on Access to Sound Basic Education are in red.
This document discusses the implementation of a data-driven school (DDS) system in the United States to address problems with existing school systems. It describes how a school district collected student data, had stakeholders analyze the data to develop goals, aligned programs and designed interventions based on gaps identified. The district was then able to monitor student performance, attendance and provide tailored classroom instruction. The system helped the district nearly close achievement gaps between white and minority students. Implementing a similar DDS system could help address issues in Bangladeshi schools like scheduling and university selection.
The document is ACT's annual report on college and career readiness among US high school graduates. Some key findings:
- 59% of the 2015 graduating class took the ACT, up from 57% in 2014.
- 40% met 3 or 4 ACT college readiness benchmarks, though 31% met none.
- Opportunities for improvement exist in reading and science where 10% scored within 2 points of the benchmark.
- 86% of students aspired to postsecondary education but only 69% enrolled in 2014, leaving room to close the aspirational gap.
This document discusses how analytics can be used to improve student success. It begins by describing a session that shows how analytics identify opportunities to improve student success. Participants will learn how to connect predictions of risk to interventions most likely to work under different conditions. The document then discusses how data is changing education and how analytics can be applied in areas like enrollment management, student services, and program design. It provides examples of how predictive analytics have been used at various institutions to improve retention, successful course completion, and graduation rates. The document emphasizes linking predictions of risk to specific interventions and measuring the impact and ROI of different interventions.
The document proposes updates to Central Connecticut State University's early intervention program to improve student success and retention. It recommends implementing a new StudentPRO system to provide students with self-assessments and notifications about their academic progress. Faculty would use the system to flag at-risk students, who would then be required to meet with an advisor ("PRO") to develop a success plan connecting them with campus resources and support services. The proposal aims to increase collaboration between faculty, staff and administrators to better engage and support students through an early intervention program.
1) The document describes a pilot project in Laikipia County, Kenya that developed an online data management tool to collect and publish education and school feeding data from the county's 278 public primary schools.
2) This provided accessible data for the first time to various stakeholders like county government officials, the governor, MoEST, NGOs, and the public to support effective planning, budgeting, decision making, and accountability for education services and the school feeding program.
3) The pilot involved developing a questionnaire, extensive data collection and verification efforts, training county staff, and publishing the data online. Initial results showed county officials and the governor were now better equipped to make evidence-based decisions, address issues
Using
Data to
Improve Schools
Using
Data to
Improve Schools
Whatâs
Working
Whatâs
Working
Using Data to Improve Schools: Whatâs Working
ii
This publication was created with editorial assistance from KSA-Plus Communications
in Arlington, Va.
This report was produced in whole or part with funds from the Office of Educational
Research and Improvement, U.S. Department of Education, under award # R215 U99
0019. Its contents do not necessarily reflect the views or policies of the Department of
Education.
About AASA
The American Association of School Administrators, founded in 1865, is the professional
organization for over 14,000 educational leaders across the United States and in other
countries. AASA's mission is to support and develop effective school system leaders who
are dedicated to the highest quality public education for all children.
iii
Foreword
School system leaders are discovering the power of data for promoting school improvement.
With recent advances in technology and the increased demand for assessing student learning,
an unprecedented amount of data are available to educators. School districts across America are
beginning to use the tools necessary to make effective use of the data. In addition to test scores,
many educators are collecting data about citizenship, character, healthy lifestyles, school climate
and parental and community involvement.
One superintendent reflected that âWe spend a lot of time on testing but not much time on
what to do with the test results.â As educators shift their focus from simply reporting test results
to using the data to improve instruction, data become essential ingredients in school improve-
ment. Educators know that the effective use of data can measure student progress, evaluate
program and instructional effectiveness, guide curriculum development and resource allocation,
promote accountability and, most importantly, ensure that every child learns.
Using Data to Improve Schools: Whatâs Working is an easy-to-read guide to using data to drive
school improvement. School system leaders and their staffs can learn from this book how to
build a districtwide culture of inquiry that values the use of data for sound decision-making.
School board members, parents and community members interested in helping improve schools
will find tools for their work as well in this guide. It describes the challenges and the successes of
educators from districts both large and small committed to using data.
We are sure that you will find this guide useful in your ongoing efforts to provide leadership
to your schools and communities.
Paul D. Houston, Ph.D.
Executive Director
American Association of School Administrators
Using Data to Improve Schools: Whatâs Working
iv
Bill Adams
Superintendent
Salem County Vocational Technical Schools
Woodstown, N.J.
Lance Alwin
Superintendent
Antigo Unified School District
Antigo, Wis.
Mary Barter
Superintendent
Durango School.
1. 1Data Quality Campaign | USING EARLY WARNING DATA TO KEEP STUDENTS ON TRACK TOWARD COLLEGE AND CAREERS
Using Early Warning Data
to Keep Students on Track
toward College and Careers
A Primer for State Policymakers
Early warning systems (EWS) provide educators, administrators, and policymakers with actionable
information that they can use to prepare all students to succeed in college and careers. EWS
combine multiple data points, translate them into predictive indicators that are based on research,
and proactively communicate them to stakeholders, so they can examine which students are or are
not on track for postsecondary success and intervene accordingly.
Although implementing EWS requires school, district, and
state collaboration, state policymakers can take action now to
get this critical information into the hands of the stakeholders
who need it the most:
XX Encourage the use of predictive analysis to inform action
by stakeholders.
XX Support the development of research-based indicators for
predictive analysis.
XX Ensure that early warning data are timely, high quality,
and consistent to inform indicators.
XX Establish a culture in which critical stakeholders have
timely access to early warning data.
Providing Actionable Information
Executive Summary
Early warning systems (EWS) are one of the best examples
of transforming data into actionable information that,
when used effectively, can improve student outcomes.
EWS, developed around research-based indicators such as
student academic performance (grades) and attendance and
discipline records, help educators accurately and quickly
identify students who are most at risk of academic failure,
not being on track to graduate college and career ready, or
dropping out of school.
Early identification of students who are at risk enables
educators, principals, and counselors to provide students
with additional supports in a timely way to help them
succeed by addressing their unique academic, social, and
emotional needs. While the focus of early warning is to
âcatchâ students at risk of failure and dropping out, it can
also be a valuable tool to ensure that students are on track
for success by identifying, for example, when more rigorous
courses could be taken. Aggregate data on indicators such as
grades and attendance also help school and district leaders
identify weaknesses to address in school improvement
and turnaround strategies. Through connecting multiple
research-based indicators that are communicated to
stakeholders, EWS can help parents, educators, and school
leaders answer questions such as the following:
XX Are my students on track to complete high school?
XX Which schools are succeeding at graduating students
from high school?
June 2013
2. 2Data Quality Campaign | USING EARLY WARNING DATA TO KEEP STUDENTS ON TRACK TOWARD COLLEGE AND CAREERS
*The Data Quality Campaignâs 10 State Actions to Ensure Effective Data
Use provide a roadmap for state policymakers to create a culture in
which quality data are not only collected but also used to increase
student achievement. DQCâs Action 6 encourages states to create
progress reports using individual student-level data, including early
warning reports (predictive analysis).
XX Is each student on track to be college and career ready
when he or she graduates?
EWS are effective only if they are used. States can ensure
that these systems have their desired impact by taking the
following steps:
XX Tailoring communication and access. For stakeholders
to use early warning data, states need to raise awareness
of the dataâs existence and provide them in a format and
timeframe that is most useful to end users.
XX Collaborating with districts. States will meet the diverse
needs of their districts, which vary in size, geography,
and capacity, only by working with them throughout the
development and implementation process to provide
flexible and tailored systems.
XX Ensuring privacy, security, and confidentiality. States
will balance effective data use and protection of this
sensitive student information only by defining and enforcing
how data are collected, stored, shared, and accessed.
Although there is no one method for developing and
implementing EWS, it is vital that states work to tailor early
warning information to meet stakeholdersâ needs while
protecting student privacy. By doing so, they will create a
culture in which predictive information is easily accessed
and consistently acted upon by all stakeholders to improve
student outcomes.
State Role in Developing and Implementing EWS
According to the Data Quality Campaignâs Data for Action
2012: State Analysis, 28 states are producing early warning
reports* and taking various approaches in disseminating this
information:
XX In 15 states, the state education agency (SEA) collects,
stores, and analyzes early warning data and provides
information to schools and districts.
XX In three states, the SEA provides an analytical tool that
allows districts and schools to upload their own early
warning data.
XX In one state, the SEA collects early warning data on
behalf of local education agencies and provides the data
to other partners that conduct the analysis and provide
the analysis to schools and districts.
State policymakers play a vital role in each phase of the
development and implementation process of EWS, including
the following:
XX Encourage the use of predictive analysis to inform action
by stakeholders.
XX Support the development of research-based indicators for
predictive analysis.
XX Ensure that early warning data are timely, high quality,
and consistent to inform indicators.
XX Establish a culture in which critical stakeholders have
timely access to early warning data.
States Disseminate EWS Data in Different Ways
Collects, stores, and analyzes data,
provides to schools and districts
Provides analytical tool, districts
and schools upload own data
Provides to partners for analysis,
provides analysis to schools and districts
WA
OR
AK
NV
MT
CO
AZ NM
UT
TX
OK
KS MO
IA
NE
WY
INIL
WI
MN
ND
SD
OH
PA
NY
VT
HI
MD
DE
NJ
NH
MA
RI
CT
LA
MS
GA
FL
SC
NC
TN
AR
KY
WV VA
ME
DC
PR
ID
AL
CA
MI
3. 3Data Quality Campaign | USING EARLY WARNING DATA TO KEEP STUDENTS ON TRACK TOWARD COLLEGE AND CAREERS
What is the
stateâs role?
Why is there a state role in this work? What does the state need to consider? State examples
Encourage the
use of predictive
analysis to
inform action by
stakeholders
EFFICIENCY: In September 2009, every state
committed to implement DQCâs 10 Essential Elements
of a Statewide Longitudinal Data System through the
12 America COMPETES Elements and to publicly report
this information. As a result, states currently collect
the information to conduct predictive analysis on early
warning data. According to Data for Action 2012: State
Analysis 40 states collect information on behavior or
disciplinary infractions, 26 states collect information
on course grades, and 26 states collect daily absences.
Statewide longitudinal data systems provide an
opportunity to examine student progress over time. The
potential impact of statewide longitudinal data systems,
however, can be maximized only if states use the data.
THINK OUTSIDE THE DROPOUT BOX:
Historically, EWS have focused on identifying
students who are not likely to graduate from
high school. There is potential to use EWS to
ensure that students are ready to enter and
succeed in college and careers.
DONâT FORGET THE SYSTEMS LEVEL:
Predictive analyses have focused on student-
level interventions. However, aggregated
predictive analyses at the classroom, school, or
system level can provide significant insights for
improvement and professional development
efforts. EWS can also be used at the community
level to galvanize the broader public toward
improving student achievement.
MAINE: In 2010, Maine created
the At-Risk Data Mart to identify
students who are in danger of
dropping out of high school.
At the request of the Maine
Community College System
the tool is also being designed
to help identify students at
risk of needing remedial or
developmental courses. High
schools will then be encouraged
to deliver these courses during the
senior year of high school rather
than expecting the students to
take them as noncredit courses
in college.
Support the
development
of research-
based indicators
for predictive
analysis
CAPACITY: There is a strong research base to inform
state EWS efforts. The following actions provide a
starting point for states to examine what indicators are
most predictive for keeping students on track toward
college and careers:
⢠Conduct their own research based on high-quality
data in their statewide longitudinal data systems.
⢠Connect with national researchers who can provide
guidance on selecting indicators.
⢠Leverage pre-existing relationships with research
partners at institutions of higher education and
regional educational centers.
ONGOING VALIDATION: To ensure that
indicators are valid, they should be continuously
informed by research. Selecting and refining
indicators is a process that requires frequent
review of the early warning research base.
PROVIDE FLEXIBILITY: Given the differences
across districts, it is important for states to allow
local education agencies flexibility. Because
educators use early warning data to develop
interventions that guide students back on
track, it is important that the system accurately
represents the students that districts serve.
MASSACHUSETTS: In 2012,
Massachusetts launched its
Early Warning Indicator System
(EWIS). The state created the
EWIS in direct response to
educatorsâ requests for indicator
data at earlier grade levels and
throughout high school. To
achieve this goal, the state worked
with the American Institutes of
Research to develop risk models
that informed the development of
the EWIS.
Ensure that
early warning
data are timely,
high quality, and
consistent to
inform indicators
CONSISTENCY: EWS create demand for consistency
across indicators, data collection, and analysis efforts.
Across schools, districts, and states there are a wide
variety of definitions for early warning data. Connecting
to national data efforts such as the Common Education
Data Standards provides an opportunity to define a
uniform vocabulary for early warning data.
GARBAGE IN, GARBAGE OUT: To ensure that
data are high quality, it is important to provide
training to educators and staff on coding and
entering data properly. States must take steps
to ensure student privacy by developing policies
and practices to protect the confidentiality and
security of the data and conducting trainings for
school staff that review protocols for collecting,
storing, and accessing data.
ARKANSAS: In 2010, Arkansas
launched its early warning system
to identify students who were off
track toward college and careers.
To help get early warning data to
the stakeholders that need them
most, Arkansas provides district
staff, principals, counselors, and
teachers daily reports and training
on how to collect and interpret
the data.
Establish a
culture in which
critical stakehold-
ers have timely
access to early
warning data
EFFECTIVENESS: To ensure that critical stakeholders
can act, they need early warning data in a format they
can understand and use. The following conditions
provide an opportunity to foster a culture of effective
data use:
⢠strong Pâ20/workforce leadership across agencies,
garnering the political will to ensure that end users
are empowered with data
⢠policies that support data use, identifying who
has the authority to act on what the data say and
opening the channels of communication across
agencies
⢠resources to build the capacity to use data, providing
the time, technology, and funding to support
ongoing training of stakeholders to use data for
continuous improvement
THE FEEDBACK LOOP: To ensure that districts
are able to analyze and interpret early warning
data, the reports should make sense for local
users. Reaching out to stakeholders at various
phases of the development and implementation
process provides states with critical insight on
the design and utility of early warning reports.
VIRGINIA: The Virginia Early
Warning System was developed
in 2009 to predict which students
are at risk of dropping out of
high school. The state provides
a tool that educators can use to
enter and analyze early warning
data. The state also provides an
implementation guide to support
educatorsâ use of data.
4. 4Data Quality Campaign | USING EARLY WARNING DATA TO KEEP STUDENTS ON TRACK TOWARD COLLEGE AND CAREERS
States are building the capacity to develop and implement
EWS that get data into the hands of the people who need
it the mostâparents, teachers, and studentsâso they can
act in a timely way to make sure that each student stays on
track to graduate college and career ready. States currently
have the data and authority and are developing the access
tools and research base to meet stakeholdersâ needs. State-
level EWS, however, require coordination between states
Conclusion
and districts. This coordination requires state policymakers
to develop clear policies that protect studentsâ personally
identifiable information. By creating EWS that empower
stakeholders, meet districtsâ unique needs, and protect
student information, states will make strides in supporting
effective data use that moves students one step closer to
college and career readiness.
XX Creating Reports Using Longitudinal Data, Data Quality
Campaign
XX Supporting Early Warning Systems, Data Quality Campaign
XX Education and the Economy: Boosting the Nationâs Economy
by Improving High School Graduation Rates, Alliance for
Excellent Education
XX Using Early-Warning Data to Improve Graduation Rates:
Closing Cracks in the Education System, Alliance for
Excellent Education
XX Developing Early Warning Systems to Identify Potential High
School Dropouts, American Institutes for Research
XX Early Warning System High School Implementation Guide,
American Institutes for Research
XX Early Warning System (EWS) Middle Grades and High School
Tool, American Institutes for Research
XX On Track for Success, Civic Enterprises and the Everyone
Graduates Center at Johns Hopkins University
XX Building a Grad Nation â Progress and Challenge in Ending
the High School Dropout Epidemic: Annual Update 2013, Civic
Enterprises, the Everyone Graduates Center at Johns Hop-
kins University, Americaâs Promise Alliance, and Alliance
for Excellent Education
XX Putting All Students on the Graduation Path, Diplomas Now
XX Using Data to Keep All Students on Track to Graduation,
Johns Hopkins University
Resources
The Data Quality Campaign (DQC) is a nonprofit, nonpartisan, national
advocacy organization committed to realizing an education system in which all
stakeholdersâfrom parents to policymakersâare empowered with high-quality
data from the early childhood, Kâ12, postsecondary, and workforce systems.
To achieve this vision, DQC supports state policymakers and other key leaders
to promote effective data use to ensure students graduate from high school
prepared for success in college and the workplace.
For more information visit
www.DataQualityCampaign.org
and follow us on Facebook
and Twitter (@EdDataCampaign).
Click or scan the code for DQCâs
best tools and resources.
1250 H Street, NW, Suite 825, Washington, DC 20005
Phone: 202.393.4372 Fax: 202.393.3930 Email: info@dataqualitycampaign.org