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Using Data to Improve Student Achievement Aimee Rogstad Guidera August 2, 2012. On the Web: DataQualityCampaign.org On Twitter: @ EdDataCampaign. August 2 nd , 2012. Setting the Context: Why Data Matter. Decisions, Decisions……. In your personal life? . At work?.

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Using Data to Improve Student Achievement

Aimee Rogstad Guidera

August 2, 2012

On the Web: DataQualityCampaign.org

On Twitter: @EdDataCampaign

August 2nd, 2012

decisions decisions
Decisions, Decisions……

In your personal life?

At work?

Did you have the data you needed?

moving from dartboards to dashboards incorporating data into practice
Moving from Dartboards to Dashboards: Incorporating Data into Practice
  • In the education sector, leaders…
    • Make decisions by hunch or anecdote
    • Throw darts hoping to hit the bullseye
  • In all other sectors, leaders…
    • Make decisions based on data
    • Have dashboards at their fingertips
  • To get from “here” to “there”, leaders…
    • Must lead a culture change
    • Support data use for continuous improvement
every state has the technical capacity to empower education stakeholders with data
Every State Has the Technical Capacity to Empower Education Stakeholders with Data

36 states have all 10 Elements, up from zero in 2005

but they haven t yet acted on that capacity to provide stakeholders with meaningful data
But They Haven’t Yet Acted on that Capacity to Provide Stakeholders with Meaningful Data
  • 10 State Actions
  • Link P-20/W Data Systems (11 states)
  • Create stable, sustained support (27)
  • Develop governance structures (36)
  • Build data repositories (44)
  • Provide timely data access (2)
  • Create individual student progress reports (29)
  • Create longitudinal reports (36)
  • Develop research agenda (31)
  • Build educator capacity (3)
  • Raise awareness of available data (23)

No state has all 10 Actions

data are not linked and accessible and stakeholders like you do not have capacity to use data
Data Are Not Linked and Accessible, and Stakeholders- like you- Do Not Have Capacity To Use Data

OR is missing Actions 1, 5, 8, 9, and 10

39 states cannot link data

48states don’t provide timely access to data

47states have not taken steps to build educator capacity

as a result of states progress
As a result of states’ progress…
  • Conversations are changing…

…but there’s more work to be done to support effective data use…

…and that requires tackling tough territory.

building capacity is necessary to support data use
Building Capacity is Necessary to Support Data Use

States have made great progress on building data systems, and now need to shift focus towards building capacity in three ways to ensure effective data use.

Systems: States need to continue to invest in the necessary infrastructure and technical issues at every level to ensure that quality data is effectively and efficient delivered to stakeholders

Oregon is a leader!

The OEIB and the state’s new governance policies demonstrate that OR is committed to viewing the work of education as a cross-state responsibility in which everyone has a stake.

Responsibilities and Relationships: State agencies, as well as the districts they serve, need to take on collaborative roles that help to build capacity to deliver necessary data to meet education goals.

Invest in People: States must work to invest in people by not only delivering the “hard skills” of data use, but also work through peoples data “hang ups” to ensure effective data use.

Oregon is a leader!

The Oregon DATA Project is a shining example of a state effectively investing in its people, and seeing results in student achievement.

by working together we get there faster
By Working Together, We Get There Faster

Higher Capacity District

Improved Student Outcomes

State

Lower Capacity District

When states and districts collaborate around data use, each single entity and the entire system can gain more powerful results- improving student achievement and system performance.

connecting education data and decisions
Connecting Education Data and Decisions

Increasing Teacher Effectiveness

  • Do my state’s policies ensure a measurably effective educator workforce?
  • With which students am I consistently most effective?

Ensuring College and Career Readiness

  • Are my state’s policies and data systems aligned to ensure that expectations in P–12 support student success in postsecondary education?
  • Which courses should I take to ensure that I am prepared to take credit-bearing courses in college?
how will we know when we are successful
How Will We Know When We Are Successful?

When all education stakeholders demand and use quality data to make decisions

do you have what you need
Do you have what you need?
  • What are the 3 most critical pieces of information you need to do your job?
  • When do you need them? In what format?
  • What information/data do you now have that you can’t live without?
  • What do you need from the state? Your district? your colleagues actionable?
    • Different use of time?
    • Training?
    • Tools?
from compliance to service
From Compliance……To Service

Goals

Past

Future

Systems worked at

cross-purposes

Unnecessary duplication of efforts is avoided

Maximize data investments

Data are provided within context of surrounding districts and schools

Data were not high quality, consistent or comparable

Ensure data comparability

State approaches work as customer service entity

State system was designed to meet state needs and for compliance

Meet stakeholder needs

Lessons learned can be leveraged and scaled across the state

Low-capacity districts struggled to collect/use data to inform decisions

Build district capacity