Using Longitudinal Data to Improve Student Achievement US Chamber of Commerce Institute

Using Longitudinal Datato Improve Student Achievement

US Chamber of Commerce Institute

Aimee Rogstad GuideraFebruary 23, 2010

State of the Nation

State Progress: Elements by Elements

States are Well-Positioned to Focus onthe USE of Data

States are well on their way to building the critical infrastructure necessary to be able to provide timely, accessible data to all stakeholders

Growing political will and commitment to building and using these systems

Policy issues considered “untouchable” are now being discussed & addressed

Build Capacity

Link Systems

CHANGING and enriching the type of information stakeholders can get…

CHANGING the way stakeholders get information…

CHANGING the ability for stakeholders to use data

Changing the Culture Around Data Use and Maximizing States’ Investments in Longitudinal Data Systems for Continuous Improvement

Ensure Access and

Use

DQC 10 State Actions to Ensure Effective Data Use

State of the Nation: 10 Actions*

State Progress: By Actions

Expand the ability of state data systems to link across P-20/Workforce pipeline

Link state K-12 data systems with early childhood, postsecondary education, workforce, social services, and other critical state agency data systems.Action 1

8 states are taking this Action


Create stable, sustained support for robust state longitudinal data systems.Action 2



Develop governance structures to guide data collection, sharing and use.Action 3



Build state data repositories (e.g., data warehouses) that integrate student, staff, financial and facility data. Action 4


Ensure data can be accessed, analyzed and used…

Implement systems to provide all stakeholders timely access to the informationAction 5

Stakeholders (parents, teachers & school administrators, general public, policymakers) require information tailored to their needs

Role Based access ensures identifiable personal information is protected/shared only with appropriate users

Timely access is dependent on the type of data being shared End-of-course assessments Diagnostic assessments Attendance dataThe DQC is not issuing an analysis for Action 5 because the survey instrument failed to

collect adequate information.

Typical Data Reporting


Create progress reports with individual student data to improve student performance.Action 6


10/21/2008 15

Month Day, Year

1) School Year 2008-2009

Abbeville 60

Calhoun Falls High School10

Smith, Fred Doe

123456

435667

W

6

5

M

10/10/1995Basic

Below Basic **Below Basic **

Basic9

18) G

rade

19) S

choo

l Yea

r (yy

-yy)

20) D

istr

ict

21) S

choo

l

22) E

nrol

led

Date

23) W

ithdr

awn

Date

24) O

vera

ge (*

* >=

2 ye

ars)

25) #

of D

isci

plin

e Ev

ents

(*

* 15

0, 1

51, 1

52, =

500-

743

code

s)

26) #

of D

ispo

sition

Eve

nts

(**

>=2

susp

ensi

ons o

f SU

S, S

UPX,

EX

P)

27) D

aily

Abs

ence

s (**

>8)

28) P

erio

d Ab

senc

es (I

nfor

mati

onal

on

ly)

29) T

imes

Ret

aine

d (*

* >=

1)

30) M

ultip

le E

nrol

lmen

ts (*

* >=

3)

31) H

omel

ess (

** if

yes

)

32) S

ingl

e Pa

rent

(**

if ye

s)

33) D

ispla

ced

Hom

emak

er (*

* if

yes)

34) 9

th G

rade

Mat

h (*

* <=

69)

35) 9

th G

rade

Eng

lish

(**

<=69

)

36) #

At R

isk In

dica

tors

(*

* pa

ram

eter

s met

or e

xcee

ded)

37) A

t Risk

Stu

dent

Mod

el U

sed

10 08-09 Abbeville School District Calhoun Falls High School 8/20/08 2** 10** 3** 6 11 ** ** Y** N N 807-08 Department of Juvenile Justice Birchwood School 3/20/08 6/2/08 2** 11** 0 18** 25 ** ** N N N 7 Some model code(s)07-08 Lexington One School District Lexington High School 8/19/07 3/15/08 1 12** 1 15** 4 ** N N N 5

9 06-07 Aiken School District Aiken High School 2/5/07 6/4/07 0 9 1 15** 4 ** N N N 72 62** 506-07 Abbeville School District Abbeville High School 8/21/06 1/20/07 -1 14 1 15** 4 N N N 82 72 3

8

Totals 2** 56** 6** 69** 48** 1** 5** Y** N N 72 62** 11 Some model code(s)

38) 39) 40) 41) 42) 43) 44) 45) 46) 47) 48) 49) 50) 51)

Student Report

13) 3rd Grade PACT ELA (** below basic)

12) Birthdate

Potential Performance Report (PPR)

9) Race/Ethnicity Indicator

10) Race

6) StateID

7) SASI Perm#

8) Ethnicity

11) Gender

14) 3rd Grade PACT Math (** below basic)15) 6th Grade PACT ELA (** below basic)16) 6th Grade PACT Math (** below basic)17) Credits Earned ( <5 for 9th, <11 for 10th, <17 for 11th grades)

2) District

3) School

4) Grade

5) Student

Potential Performance Report

The report includes a student header…

...and individual records by grade and school

A PPR will be produced for every student in 8th-12th grade


Create reports with longitudinal statistics to guide systemwide improvement effortsAction 7


17

Colorado – Growth Model

18

Kansas – Dashboard

Build the capacity of all stakeholders to use longitudinal data…

Develop a purposeful research agenda and collaborate with universities, researchers and intermediary groups…Action 8



Implement policies and practices, including professional development and credentialing, to ensure that educators know how to access, analyze and use data effectively.

Action 9



Promote strategies to raise awareness of available data and ensure that all key stake holders know how to access, analyze and use the informationAction 10


An Information-Based Sector:An Attainable Goal

Strategic Window of Opportunity provided by the unprecedented focus and resources dedicated to the development and use of these systems.

Sustainability based on building demand for this data by all stakeholders

Defining success: not a checklist but results: Improving student achievement Increasing system performance

Best Practices/Lessons from states: Not an IT but a policy issue Leadership is essential

Documents

Using Longitudinal Data to Improve Student Achievement US Chamber of Commerce Institute