Improving Student Outcomes Through Data Dashboards
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The document discusses improving student outcomes through data dashboards. It describes a Higher Education Compact in Greater Cleveland that uses data to track the educational journeys of Cleveland Metropolitan School District (CMSD) students. The Compact aims to increase CMSD student college readiness, access, and persistence. Student-level data is collected from 17 higher education institutions to identify factors impacting student success, such as high school GPA, ACT scores, and first semester college GPA. The Compact seeks to increase CMSD student graduation rates and prepare more students for college and careers.
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Improving Student Outcomes Through Data Dashboards
- 1. IMPROVING STUDENT OUTCOMES THROUGH DATA DASHBOARDS Friday, November 6, 2015 Data Tools: Improving Education & Workforce Outcomes for Ohio's Students
- 2. Educational Attainment and Innovation “Research that’s been done at the Federal Reserve Bank of Cleveland shows there are two primary drivers to income growth. Those two drivers are the skill level of the workforce and innovation. 75 years ago, this region was in the top two in both of those metrics. Today we’ve fallen behind.” Sandra Pianalto Retired President & Chief Executive Officer Federal Reserve Bank of Cleveland
- 3. 62 60 58 56 54 52 50 48 46 44 42 40 38 36 34 32 30 28 26 24 22 Canada/Japan Korea Ireland Finland Netherlands/Switzerland Greece Luxembourg Poland/Chile Germany United States Norway/New Zealand France/Israel Iceland Hungary US states 25 to 64 year olds United Kingdom/Australia/Denmark Belgium/Sweden Spain Estonia Slovenia Massachusetts Connecticut Colorado, North Dakota, Minnesota Rhode Island Hawaii, Washington Iowa, California, Oregon, Wisconsin Illinois, Kansas, Nebraska, Utah Michigan Missouri, Ohio, Idaho, Arizona, SC Indiana, New Mexico, Texas Alabama, Oklahoma, Tennessee Nevada Mississippi, Kentucky Louisiana West Virginia New Hampshire New York, Vermont, Virginia Pennsylvania, US Average, Montana, Delaware North Carolina, Florida, Maine, Georgia, Wyoming
- 4. 62 60 58 56 54 52 50 48 46 44 42 40 38 36 34 32 30 28 26 24 22 Ohio Counties 25 to 64 year olds Cuyahoga (Cleveland) Massachusetts Connecticut Colorado, North Dakota, Minnesota South Dakota Rhode Island Hawaii, Washington Iowa, California, Oregon, Wisconsin Illinois, Kansas, Nebraska, Utah Michigan Missouri, Ohio, Idaho, Arizona, SC Indiana, New Mexico, Texas Alabama, Oklahoma, Tennessee Nevada Mississippi, Kentucky Louisiana Arkansas West Virginia New Hampshire New Jersey, Maryland New York, Vermont, Virginia Pennsylvania, US Average, Montana, Delaware North Carolina, Florida, Maine, Georgia, Wyoming Franklin Wood/Hamilton Hancock/Butler Fairfield/Lake Clermont Greene Allen/ Clark Delaware Columbiana Huron /Ashtabula Geauga Erie Knox/ Jefferson Belmont Athens Darke Ashland Warren
- 5. What is Going on in Cleveland?
- 7. Why the Higher Education Compact? • By 2020, more than two-thirds of Ohio’s jobs will require some kind of postsecondary credential. • College graduates earn significantly more than their peers with only a high school diploma – as much as $1 million more over the course of a career. • 85% of Cleveland Metropolitan School graduates attend 15 higher education institutions. • Graduation rates of CMSD students on these campuses was half the rate of the total campus population.
- 8. What is the Higher Education Compact? • Collaboration of more than 50 partner organizations from the government, public education, higher education, philanthropic, civic and youth-serving organizations. • Use measurable metrics to track CMSD students during their educational journeys and support programs for students to complete their postsecondary path. • Annual College Success Dashboard report used by colleges, educators, civic leaders and others to annually track college readiness, access and persistence measures.
- 10. Compact Goals
- 11. Compact Goals
- 12. Compact Goals
- 13. Student Level Data & Student Success Factors • All 17 higher education institutions completed data sharing agreements and pull student-level data on CMSD students enrolled at their institution. • Data allows the Compact to identify factors that most significantly impact student outcomes. • High School GPA • ACT Score • 1st Semester College GPA
- 17. What is higher education saying? • ACT reading scores are often demonstrative of student success in college. Otherwise, standardized tests aren’t always predictors of success. • Finances are the biggest indicator of persistence. • Schools are changing scholarship criteria to allow more students to keep their scholarship dollars longer. Moving to good academic standing instead of GPA requirements.
- 18. Questions? Contact us: Maggie McGrath, Project Director 216-635-0161 mmcgrath@collegenowgc.org The Higher Education Compact of Greater Cleveland 50 Public Square, Suite 1800 Cleveland, OH 44113 www.highereducationcompact.org
- 19. College and Career Readiness Local Data Dashboard
- 20. Our Mission We make connections to create services that contribute to learning Barriers, challenges, and obstacles to learning Why
- 21. FOCUS Prepared for College and Career Ohio Department of Education School District Report Card Prepared for Success Graduation Rates Career Advising & Success Plans Attendance Works Attendance & Success Impact on NAEP scores
- 22. College and Career Readiness 7 Factors & Indicators including “At Risk” • Attendance • F’s • ACT Scores Taking The Lead Dashboard
- 23. Engaging Data to Guide Education - EDGE Tool District Data • Longitudinal: pre -school through college • Standardized tests PKIDS Preschool Data Tool Additional Data Tools
- 24. College and Career Readiness Dashboard Example h t t p s : / / d a t a . m v e s c . o r g / n e w c h a r t s / c c r . a s p x MVESC Contact Brad Hollingsworth, P.E. Assistant Director, Center of Innovation and Data Services brad.hollingsworth@mvesc.org 740-683-6733 Contact and Link
- 25. Thank You!
- 26. OERC FALL CONFERENCE NOVEMBER 6, 2015 TOM LASLEY DIRECTOR Learn to Earn Dayton
- 27. Learn to Earn Dayton
- 28. Contact Thomas J Lasley II Executive Director/Learn to Earn Dayton Professor/School of Education and Allied Professions University of Dayton tlasley1@udayton.edu 937-229-5773
Editor's Notes
- I love to quote Snady Pianalto on the topic of educational attainment. She is a board member of the Cleveland Foundation and she herself was a first generation college student who studied economics at the University of Akron. She is passionate about seeing more students attain some kind of post-secondary credential and she shares this statement in many of her speeches. The two drivers of income growth are educational attainment and innovation. So where do we stand in the rankings? As most of you probably know, it isn’t pretty..
- We’ll now start to do a deeper dive into state and local data. Comparing state numbers to international standings – states are on the left and countries are on the right. Ohio Averages an educational attainment rate of 35.5%, unfortunately the state fell slightly from 2010 when we were at 35.8% = three tenths of a percent.
- Let’s do a deeper dive in Cuyahoga county data versus the other most populous counties in the state. Typically you find the counties with the highest attainment rates where your major universities are located or major industry or have wealthy areas represented. Notice that lots of Midwest states are below the national average. So as you know, this conversation has been growing in the last 5-10 years steadily but good data around what is happening with student enrollment and progression hasn’t been around all that long. About the same time 5-7 years ago, better data began to be available. AS I transition here now to how the Foundation has been involved, I need to take a moment to share that the Foundation has been proactively working with the Cleveland Metropolitan School District for many many year, investing millions of dollars to transform public education delivery and outcomes. It was through that work, funding new start up innovative high schools within the school district, that we really came face to face with the challenge of postsecondary attainment. Students in our new and innovative high schools didn’t know where to apply to school, how to find the best fit for them academically AND socially. They needed a lot more coaching and support through that process than we had realized.
- Formally launched by Mayor Frank Jackson in 2011 as a response to the need to increase the number of youth attending and graduating from college. Developed six-year goals for increasing high school graduation, college enrollment and college completion. So what are our goals? Are we moving in the right direction?
- So we have been collecting data for three years, we realized we needed to dig deeper to really change practices and outcomes for students. So last year we moved to student level data.
- Many with High HS GPAs are not persisting Many with High ACTs are not persisting College GPAs Spread across HS GPAs and ACTs Higher (> 2.0) persist 70% and higher Lower (< 2.0) persist 30% or less