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12 for 2012 - 12 for 2012 is an ECS “read of the field,” built on our scrutiny of new reports and research, and our analysis of emerging drivers of change. The 12 policy areas do not represent an exhaustive list of the critical issues for the coming year, nor is this report intended to dictate your education policy priorities for 2012. Rather, 12 for 2012 is intended to stimulate thinking around how best to craft the “2.0” of powerful policy across the states. (ECS, 2012)...

Using Data: How can long-term outcomes inform instructional programming? - Access related research titles from the ECS Research Studies Database. Links embedded in titles will take you to each study's major findings and recommendations....

A Conceptual Framework for Data-Driven Decision Making - A positive relationship exists between data use and student improvement. Here is a framework to understand the benefits and limitations of data, which data is relevant for decision making and how it is to be appropriately used. It is encompassed as two figures, one providing a generalized theory of action of how data-driven decision making can lead to improved student success and the other which maps the decision making process at different levels of the system. (Brian Gill, Brandon Coffee Borden and Kristin Hallgren, Mathematica, June 2014) ...

A Stoplight for Student Data Use - Student information can be a boon to teachers, parents and policymakers, but not everybody gets access, according to this handy little guide to FERPA, the Family Educational Rights and Privacy Act. Who can? Parents of children younger than 18, teachers to meet students' educational needs, another school if the student intends to enroll, among others. Who can't? Employers without student consent, anyone who wants the records for marketing, anyone who wants to buy information. The guide should not be considered a substitute for legal counsel. (Data Quality Campaign, June 2014)...

Roadmap for Teacher Access to Student-Level Longitudinal Data - States are best positioned to ensure that teachers have secure access to their students' longitudinal data, especially when students move across districts. Access to student data should be in a secure, web-based portal or dashboard. Data should be easily visualized with colors, graphics and analytics, it should include past and current information and it should be provided in a timely manner. (Data Quality Campaign, May 2014)...

Empowering Parents with Data: Ensuring Parents Have Data to Make Informed Choices - User-friendly data can help parents answer questions about their child's education and make decisions: Is my child on track for career and college readiness? How does my child's school compare to others? Schools and districts provide such information to parents but states also can ensure data is accessible. For example, 44 states provide growth reports, but only 22 tailor reports for parents. In 14 states, parents have access to their child's growth data over time, primarily through local, secure portals. (Data Quality Campaign, April 2014) ...

Protecting Student Privacy While Using Online Educational Services: Requirements and Best Practices - Students’ privacy protection guidelines issued by the U.S. Department of Education sought to help schools and districts take advantage of rapidly evolving learning technology while not jeopardizing the privacy of students who use it. Explaining relevant laws and best practices, the advice is non-binding, but comes amidst an atmosphere of growing urgency over the issue with several state and federal legislators poised to introduce legislation. A baseline standard is that student information should only be used for educational purposes, not to sell snacks or video games. (Privacy Technical Assistance Center, February 2014)...

Right Questions, Right Data, Right Answers - A new analysis of 49 states and the District of Columbia finds states have made great progress in their use of education data, shifting their vision from collection for compliance to effective use in the statehouse, in the district office, and in the classroom. While states have more capacity to use secure information, they need to concentrate on using the right data to answer the right questions to improve student success. This is the ninth version of an annual look at states’ use of data and for the first time two states–Arkansas and Delaware–have achieved all of the Data Quality Campaign’s 10 Actions to Ensure Effective Data Use.(Data Quality Campaign, November 2013)...

Using Early Warning Data to Keep Students on Track toward College and Careers - Early warning systems (EWS) will be helpful in alerting teachers, parents, and students that a youth is veering off the path to college- and career-readiness. According to this release, state policymakers can take action now to encourage the use of EWS, support the development of research-based warning indicators, ensure that early warning data are timely, and establish a culture in which stakeholders have timely access to early warning data. States are in various stages of building capacity to develop and implement EWS; a map is provided to see what different states are doing. (Data Quality Campaign, June 2013)...

Focus on People to Change Data Culture - This report examines the progress states have made toward effective use of data-asserting that, although states are making progress in supporting effective data use, the hardest work remains. (Data Quality Campaign, November 2012)...

Focus on People to Change Data Culture - The good news: states are progressing toward effective data use. The bad news: they are not yet meeting people's needs with it. The Data Quality Campaign (DQC) says states have laid the foundations to link P-20/Workforce databases, but lack governance structures needed to share limited, critical data. Further, while they're producing reports, they're lagging in ensuring data reach stakeholders like parents. More needs to be done in training to help stakeholders use data. (Data Quality Campaign, November 2012)...

Meeting Policymakers' Education Responsibilities Requires Cross-State Data Collaboration, Sharing, and Comparability - This document provides resources to help policymakers understand the challenges inherent in ensuring transferring students receive uninterrupted education and services, producing indicators that provide a complete picture, and ensuring that information is comparable across states. (Data Quality Campaign, November 2012)...

Data Backpacks: Portable Records & Learner Profiles - This article suggests two ways to better handle and personalize student records. The Data Backpack would be the official transcript with traditional information common to all students but enhanced with more data to better pinpoint where a student's learning is at any point in time. More personalized, the Learner Profile would contain information particular to the student: Sources of motivation, a college/career readiness tracker, an early warning system. The authors conclude with an appeal for collaboration to create a common, comprehensive system. (Digital Learning Now!, October 2012)...

Pivotal Role of Policymakers as Leaders of P-20/Workforce Data Governance - This report contends that, while most states have established data governance processes that span the P–20W spectrum, the majority of states’ data governance structures lack the executive-level policymaker oversight necessary to systematically overcome these obstacles. The author asserts that policymaker leadership is critical to garner the political will and resources to address the barriers of turf, trust, technical issues, and time. The report outlines the following actions policymakers can take to effectively develop and lead P–20W data governance and ensure that data systems meet stakeholder needs: Establish the right structure; Select the right people; Empower the structure with the authority to make necessary decisions and implement charges, and; Ensure that the structure is sustainable, protecting the continuity of the state’s vision. (Data Quality Campaign, August 2012)...

Supporting Education Policy and Practice Through Common Standards - This policymaker's guide addresses how common data standards can ensure the quality, comparability, and efficient sharing of data. (Data Quality Campaign, April 2012)...

Data Implications of the ESEA Waivers - In February 2012 the US Department of Education granted 11 states the first round of waivers from some of the requirements of the Elementary and Secondary Education Act (ESEA) in exchange for other commitments. This analysis summarizes the waiver requirements, highlights some of the data and data system implications, and notes the authors' observations (where applicable) about states’ data capacity to address those issues. (Data Quality Campaign, February 2012)...

State Fiscal Stabilization Fund—Revised Data Collection and Reporting Requirements: DQC Summary - In response to the U.S. Department of Education final regulations revising data collection and reporting requirements for states receiving funds under the State Fiscal Stabilization Fund (SFSF), the Data Quality Campaign (DQC) submitted comments on the proposed changes articulating the belief that they strike a sensible balance: they maintain a commitment to advancing states’ efforts to collect and use data for continuous improvement and richer accountability while making adjustments that reflect states’ realities on the ground. The changes give states the flexibility and time to ensure their data systems and reported metrics are high quality and useful to stakeholders and to further leverage federal funding opportunities to address critical data capacity needs. (Data Quality Campaign, February 2012)...

Providing High School Feedback - This brief discusses the value of 'high school feedback,' where students' postsecondary success is reported back to the high schools from which they came. Included in the report is data on how many states are leveraging their data systems to provide high schools with feedback and highlights of promising practices found in some states. (Data Quality Campaign, 2011)...

States Could Empower Stakeholders to Make Education Decisions with Data . . . but They Haven‘t Yet - How can states allocate scarce resources AND improve student achievement without data? The answer is simple: They can’t. States cannot inform these critical policy conversations, or any others for that matter, without effective data use. Click here for the full report, including clickable maps allowing you to view each state's progress. Click here for the executive summary. (Data Quality Campaign, November 2011)(Data Quality Campaign, November 2011)...

What Four States Are Doing to Support Local Data-Driven Decisionmaking: Policies, Practices and Programs - This report describes how Arkansas, Florida, Texas and Virginia are supporting local data-driven decisionmaking. These states were chosen because they reported implementing the largest number of features of state longitudinal data systems and associated supports for local use. The study documents statewide policies, practices and programs for creating data systems, improving access to data, and building district and school capacity to use the data. (REL-Mid-Atlantic/National Center for Education Evaluation and Regional Assistance-IES, November 2011)...

Limited Out-of-State Data Needed to Produce Robust Indicators - This report advises that answers to three questions should be included in all state longitudinal data systems so student migration doesn't skew information that informs efforts to improve student achievement: How many students graduate from high school on time? What percentages of high school graduates attend and succeed in postsecondary education, by high school? How effective are educator preparation programs? (Data Quality Campaign, November 2012)...

Maximizing Education Data Use in SREB States - SREB states have led the nation in implementing the 10 essential elements of effective data systems identified by the Data Quality Campaign (DQC), a national collaborative effort to boost data collection. SREB partnered with DQC recently to host leaders from SREB states at a forum in Atlanta to discuss boosting the capacity of their systems. SREB’s Policy on Point report also looks at the region’s efforts and describes actions states can take to maximize data use. (Jeff Gagne, SREB, September 2011)...

Using Data to Improve Teacher Effectiveness: A Primer for State Policymakers - Policymakers across the nation are leading efforts to ensure that every classroom has an effective teacher. Faced with the need to dramatically improve student outcomes, states have embraced a policy agenda that promotes and supports teacher quality in many ways, including developing evaluation and compensation policies, targeting professional development, determining the characteristics of effective teachers through research, and identifying effective teacher preparation programs. (Data Quality Campaign, July 2011)...

Building and Supporting an Aligned System: A Vision for Transforming Education Across the Pre-K-Grade Three Years - This statement articulates 10 steps that would promote higher student achievement by creating a more aligned P-3 learning experience. Recommendations touch on improvements in funding strategies and longitudinal data systems while calling for more coherent policies and structures at all levels of government to support P-3 education. The statement also acknowledges the importance of a “research-based” and “age-appropriate” set of standards for the P-3 grades that attend to the development of social-emotional and self-regulatory as well as cognitive and academic skills. (National Association of Elementary School Principals, 2011)...

Ten Essential Elements of a State Longitudinal Data System - The 10 Essential Elements of Statewide Longitudinal Data Systems, along with the 10 State Actions, provide guidelines for state policymakers to ensure that quality data are used to increase student achievement. All states have committed to implement the 10 Essential Elements by September 2011, and every state should be poised to fulfill this 50-state commitment. (Data Quality Campaign)...

Workforce Information: A Critical Component of Coordinated State Early Care and Education Data Systems - An examination of the early care and education workforce data landscape across the states, focusing on the three main workforce data systems operating across the states. This report also examines the challenges and efforts to align these systems. (Center for the Study of Child Care Employment, March 2011)...

Using Data to Improve Education: A Legal Reference Guide to Protecting Student Privacy and Data Security - This legal guide provides summaries of multiple federal and state laws that have implications for statewide longitudinal data systems. The legal guide can be accessed below in multiple ways: by federal law, state law by issue, and state law by state. (Data Quality Campaign, March 2011)...

Putting Data Into Practice: Lessons From New York City - This document looks at New York City's efforts to create an evidence-based and collaborative teaching culture. Few other districts have embraced the use of data like the nation’s largest school system. As such, its experience offers valuable lessons for other schools and systems seeking to maximize the use of data to drive and inform classroom-level instruction. (Bill Tucker, Education Sector, October 2010)...

Many States Collect Graduates' Employment Information, but Clearer Guidance on Student Privacy Requirements Is Needed - The Higher Education Opportunity Act directed the GAO to study the information that states have on the employment outcomes of postsecondary graduates. This report describes: (1) the extent and purposes for which states collect data related to employment and the challenges they face in doing so; (2) potential approaches to expanding states' collection efforts across states and nationwide; and (3) how states and schools collaborate with employees to align education and workforce needs. (U.S. Government Accountability Office, September 2010)...

Building and Using Coordinated State Early Care and Education Data Systems: A Framework for State Policymakers - In consultation with an early childhood data advisory group, and with feedback from early childhood stakeholder groups, the Early Childhood Data Collaborative developed a framework that: (1) articulates principles for developing state ECE (early care and education) data systems that enable continuous improvement and answer states’ critical policy questions;(2) identifies the 10 ECE Fundamentals that provide the foundation for coordinated ECE data systems; (3) and provides guidance to state policymakers to ensure appropriate data access and use while protecting privacy and keeping data secure. (Early Childhood Data Collaborative, Data Quality Campaign, August 2010)...

Getting Started: 10 Fundamentals of Coordinated State Early Care and Education Data Systems - Transforming data systems so that they are improvement driven, coordinated and longitudinal lays the groundwork for coordinated state early care and education data systems. The 10 fundamentals outlined in this report provide the foundation for answering the critical questions that policymakers seek to answer. (The Early Childhood Data Collaborative, August 2010)...

Using Longitudinal Data Systems to Inform State Teacher Quality Efforts - This brief attempts to answer the following questions: what is driving the increased attention being placed on building statewide data systems; what the current national landscape is with regard to state data systems; is the stimulus funding requirements driving the current activity; what can be learning from linking teachers with students and what are the challenges in implementing reliable links; and, how can states build the capacity of their educators to use data effectively? (George Noell and Paige Kowalski, American Association of Colleges for Teacher Education, May 2010)...

Using Student Achievement Data to Support Instructional Decision Making - This useful guide offers five recommendations to help educators effectively use data to monitor students' academic progress and evaluate instructional practices. (Institute of Education Sciences, 2010)...

Linking Data Across Agencies: States That Are Making It Work - This issue brief captures the current status of states' ability to link data across agencies, the opportunities and challenges they face, and how leading states are breaking down silos to ensure data follow individual students over time to improve success. (Rebecca Carson, Elizabeth Laird, Elizabeth Gaines and Thaddeus Ferber, Data Quality Campaign, March 2010)...

State Actions to Change the Culture Around Data--From Building to Using Data: State Action 9: Educator Capacity to Use Data - Action plan for states to gauge educator capacity to use data. (Data Quality Campaign, 2009)...

En Route to Seamless Statewide Education Data Systems - An accurate, timely, and secure statewide longitudinal data system can provide a unified view of student achievement from year to year across the K-16 system. While the technical aspects of the data linkages are critical to successful implementation, equally important are the processes that will lead to mobilizing education sectors around the common goal of increasing student educational attainment at every level. To move from a better data system to better policy and better outcomes will take time and multiple steps. The process begins with ensuring that all affected constituents see the value of the data system and work together to build it cooperatively around shared state-level purposes. More useful data systems can facilitate better policy and better outcomes. (State Higher Education Executive Officers, Sharmila Basu Conger, August 2008)...


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