creating a culture of data: focus on people

@EdDataCampaign #EdData

Creating a Culture of Data:Focus on People

Elizabeth Dabney, Senior AssociateSeptember 16, 2013


What is the Data Quality Campaign?

» A nonprofit, nonpartisan, national advocacy organization based in Washington, DC

» Launched in 2005 » Committed to realizing the vision of an education system in which

all stakeholders—from parents to policymakers—are empowered with high-quality data from the early childhood, K–12, postsecondary, and workforce systems to make decisions that ensure every student graduates high school prepared for success in college and the workplace

» Supports state policymakers and other key leaders to promote the effective use of data to improve student achievement

» Developed the 10 Essential Elements (development) and 10 State Actions (use)


How DQC Defines Data

» We define data as:– More than test scores, including attendance and course-taking, as

well as teacher and financial information– Any information stakeholders need to make decisions, which

means more than state-level data– P–20W data that span early childhood through postsecondary and

the workforce» We think the most useful data are: – Longitudinal: follow individual students over time and across

systems and sectors– Actionable: timely, user friendly, and tailored to users– Contextual: robust, comparable, and presented as part of a bigger

picture


How DQC Defines Effective Data Use: Continuous Improvement

PAST:COMPLIANCE

PRESENT:ACCOUNTABILITY

FUTURE:CONTINUOUS IMPROVEMENT


How DQC Thinks Data Can Help Children

Improve child

outcomes

Increase transparency

Improve system

performance

Effective data use


Enabling Conditions to Foster a Culture of Effective Data Use


Barriers to Ensuring Effective Data Use:“The Four Ts”


We Can Use Data AND Protect Data

Minimize risk and protect privacy,

security, & confidentiality

Maximize effective data use to

improve child outcomes


How Far Have States Come in Ensuring Effective Data Use?

The average state had 4-5

of the 10 Essential

Elements of Statewide

Longitudinal Data Systems

The average

state had 9-10

Elements, all states

committed to build all

10

8 states using state funds for

their P–20 data system

36 states using state funds for

their P–20 data system

17 states publicly

posting at least two reports using

aggregate longitudinal

data

42 states publicly

posting at least two reports using

aggregate longitudinal

data

2005 2006 2007 2008 2009 2010 2011 2012


About Data for Action

» DQC invites each state’s governor’s office to participate in the survey. The governor’s office can appoint a designee to respond to the survey in collaboration with stakeholders.

» An online survey tool is used to collect self-reported information from each of the 50 states, DC, and Puerto Rico.– In part one of the survey, states answer a series of questions

about each of the 10 State Actions.– In part two, states report on emerging data issues and promising

practices in the field.» DQC determines whether or not states receive credit for each

Action based on states’ responses.» States responded to the survey in summer 2012, reflecting the

current status of their work at that time.


Data for Action: 10 State Actions to Support Effective Data Use

BUILDING CAPACITY TO USE DATA8. Develop research agenda 9. Build educator capacity10.Raise awareness of available data

LINKING P–20W Data1. Link P–20W data systems2. Create stable, sustained support3. Develop governance structures4. Build data repositories

ENSURING DATA ACCESS5. Provide timely data access6. Create individual student progress

reports 7. Create longitudinal reports


No State Has All 10 State Actions


But States Are Making Progress

» All states have at least one Action, showing a commitment to working toward effective data use.

» Twelve states gained two or more Actions, making strides in supporting effective data use (AK, DC, IN, KS, KY, LA, MD, NJ, NM, OR, VT, and WY).

» Ten states have eight or nine of the Actions, a substantial increase from four states in 2011

(IN, LA, ME, NC, OH, and OR join AR, DE, FL, and TX).


Gaining, Maintaining, and Lagging Actions

LAGGING

GAINING

GAINING

GAINING

GAINING

MAINTAINING

LAGGING

LAGGING

MAINTAINING

MAINTAINING


Do These Results Ring True To You?

What might be the reason(s) for Actions 5 and 9 lagging?

Is this true in your state?


Almost Every State Links Some Early Childhood and K-12 Data

What does it take to accomplish DQC’s Action 1? Number of States

K-12 and early childhood data are annually matched and shared with a known match rate

46

K-12 and postsecondary data are annually matched and shared with a known match rate

43

K-12 and workforce data are annually matched and shared with a known match rate

14


Uneven Linkages Between K-12 and Early Childhood


Linked Data Are Shared One Way: Up!

Type of Data Shared ECE to K-12 K-12 to ECE

Demographic 44 states 22 statesFamily characteristics 19 states 9 statesProgram participation (e.g., bilingual, ESL, special education, FRPL)

41 states 20 states

Child-level developmental data

21 states 7 states


Drivers to Link ECE and K-12 Data

» Linked, shared, and coordinated ECE and K-12 data are needed to inform decisionmaking at all levels, from parents to policymakers

» Federal policies are accelerating state efforts – State advisory councils – Race to the Top Early Learning – Statewide Longitudinal Data Systems

» National advocacy campaigns are advocating for ECE and K-12 linkages – Data Quality Campaign – Early Childhood Data Collaborative (ECDC)


Linking P–20W Data

KEY FINDING: States have laid the foundation to link P–20W data systems but lack governance structures with the authority necessary to share appropriate and limited critical data. This deficiency impedes their efforts to empower stakeholders with critical information to ensure positive outcomes for children and their families.


Key Question to Create a Culture of Data

» Did the governance bodies start their data planning efforts with the most pressing questions from the state’s stakeholders?

What are your most pressing questions?


State Spotlight: Illinois

Illinois Learning Council Early Childhood Data Work Group

Key Questions (2011)» Are children, birth to five in Illinois, receiving early care and

education? What impact are those programs having? » Is the quality of programs improving?» How prepared is the early care and education workforce to

provide effective education and care for all children? » What longitudinal information do we want to know about

children enrolled in early learning programs over time? » How is data being used to align, prioritize, and mobilize

resources?


Ensuring Data Access

KEY FINDING: States are producing reports and dashboards using longitudinal data but are lagging in ensuring data access by stakeholders such as parents.There is more work to do to meet all stakeholders’ needs.


Key Questions to Create a Culture of Data

» Do reports meet stakeholder needs?» How can the state ensure that local stakeholders

have access to the data they need?

What data or reports would be most helpful to you?


State Spotlight: Kentucky’s 2013 Early Childhood Profile Reports

» Aims to change the conversation in each community to achieve its goals– Every Kentucky child will enter school ready to succeed– Every parent will know what their child needs to be ready for school – Every community will come together in support of their youngest children

» Provides each county with data to assist in developing local strategies – results from the kindergarten screener pilot which was launched in 109 districts in

2012– information about participation in publicly funded preschool, Head Start, and child

care– information about the quality and availability of child care and the education of the

early childhood workforce– demographic data representing key indicators of possible barriers to success and

participation in public health and social service programs that can help» Produced in partnership with the Kentucky Center for Education and Workforce

Statistics, Kentucky Department of Education, and the Cabinet for Health and Family Services


State Spotlight: Kentucky


Building Capacity to Use Data

KEY FINDING: States are increasingly providing training to help stakeholders use data but have not done enough to build the capacity of all education stakeholders to effectively use data.


Key Questions to Create a Culture of Data

» What is the state doing to ensure enabling conditions to promote the use of data?

What supports do you need to feel comfortable using data?


State Spotlight: Oregon DATA Project

» Since 2007, the Oregon DATA Project has trained nearly 5,000 educators to use data to inform instructional decisions.

» Using a grassroots approach, the Oregon DATA Project has invested in teachers and school leaders by granting technical access to student data and providing comprehensive, job-embedded training on how to use those data to make decisions in the classroom.

» Oregon has documented teachers feeling more comfortable using data in the classroom, and the state has seen improved student achievement in schools participating in the Oregon DATA Project.


State Spotlight: Oregon


Additional Data for Action Resources

Please visit www.DataQualityCampaign.org for: » National Analysis: National trends in states’ progress on

building and using state longitudinal data systems to improve student achievement according to DQC’s 10 State Actions (http://www.dataqualitycampaign.org/your-states-progress/executive-summary/)

» State-by-State Analysis: Individual state profiles and the ability to compare states to one another

» Action Issues: Deeper analyses about states’ data capacity to support various education policies and practices such as teacher effectiveness, parent empowerment, college choice, early warning systems, and high school feedback

http://www.dataqualitycampaign.org/your-states-progress/executive-summary/





Your State’s Progress


Questions?

Elizabeth DabneySenior Associate

Data Quality [email protected]

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