New Jersey

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DQC is more than a checklist of elements in a data system. Policymakers and educators need longitudinal data systems capable of providing timely, valid and relevant data. It is widely acknowledged that vital policy conversations now under way – conversations about increasing the rigor and relevance of high school, improving teacher quality, promoting higher graduation rates and reducing achievement gaps among student populations – cannot be successful unless they are informed by reliable longitudinal data. When states collect the most relevant data and are able to match individual student records over time, they can answer the questions that are at the core of educational effectiveness.

Does your system have the necessary elements to address these key policy questions?

Key Policy Questions	Present in this state?
	05-06	06-07	07-08	08-09	09-10
Predicting Success in Later Grade Levels - Need Elements 1, 2, 3, 4	NO	NO	YES	YES	YES
What is the impact of preschool on later academic achievement (e.g., third grade test results)? Do the effects of our early interventions ‘fade out’ later? Are students academically prepared for high school? Which elementary and middle schools in the state are consistently highest-performing in preparing different student populations for high school? Which elementary and middle schools produce the strongest academic growth among initially poorly-prepared students, and among initially well-prepared students?
Academic Growth - Need Elements 1, 3, 4	NO	NO	YES	YES	YES
How many students are achieving at least one year’s academic growth every year? How many of the students who started out below grade level are achieving more than a year’s growth?
Achievement Levels in Early Grades as Indicators of Later Success - Need Elements 1, 3, 4, 6, 7, 8, 9	NO	NO	NO	NO	NO
What achievement levels in grades 3-7 indicate that a student is ‘on track’ for later success?
Impact of Grade-level Retention - Need Elements 1, 2, 3, 4, 6, 7, 8, 9	NO	NO	NO	NO	NO
What effect does early grade retention have on later academic success of students who were retained in the early grades?
Course Rigor - Need Elements 1, 3, 6, 7	NO	NO	NO	NO	NO
What 8th grade achievement levels indicate that a student is well prepared to succeed in challenging courses in high school? Have students taken the coursework to prepare them for college and work – both in years of study and rigor of content? What evidence exists that students who take and pass the courses have learned the course content?
Sustaining Enrollment in Early Grades - Need Elements 1, 2	NO	NO	YES	YES	YES
What students are being lost in transition between middle and high school? What proportion of the students who enter elementary school maintain continuous enrollment and complete 8th grade in a timely manner?
Consistently High-Performing Schools - Need Elements 1, 6	NO	NO	NO	NO	NO
Which elementary and middle schools in the state are consistently highest-performing in preparing different student populations for high school?
College Preparation - Need Elements 1, 3, 6, 7, 8, 9	NO	NO	NO	NO	NO
Are the students academically prepared to graduate from high school and enter college?
High School Indicators of College Preparedness - Need Elements 1, 3, 7, 9	NO	NO	NO	YES	YES
What high school achievement levels indicate that a student is college and work ready? Are students academically prepared to enter college and complete their program or degree in a timely manner? What is the relationship between students’ performance on state assessments (high school exit exam, end-of-course exams) and subsequent postsecondary performance and graduation?
College Remediation - Need Elements 1, 8, 9	NO	NO	NO	YES	YES
What percentage of high school graduates who go on to college take remedial courses?
High School Completion Rates - Need Elements 1, 2, 8	NO	NO	YES	YES	YES
What proportions of the students who enter 9th grade maintain continuous enrollment and complete their high school requirements in a timely manner?
High Performing Schools: College Preparation of Subgroups - Need Elements 1, 2, 3, 7, 9	NO	NO	NO	YES	YES
Which high schools in the state are consistently highest-performing in preparing different student populations for college and work?
Academic Growth by Prior Performance Subgroup - Need Elements 1, 2, 3, 7	NO	NO	NO	YES	YES
Which high schools produce the strongest academic success for initially poorly-prepared students, and for initially well-prepared students?
College Success of K-12 Students - Need Elements 1, 9	NO	NO	NO	YES	YES
In what content areas do students require remediation? What are the retention and degree completion rates of students who are placed in remedial coursework?
Dual Enrollment - Need Elements 1, 6, 7, 9	NO	NO	NO	NO	NO
How do dual-enrollment and advanced placement programs in high school affect students’ success in college?
Graduation Rates by Subgroup and Prior Performance - Need Elements 1, 2, 3, 8	NO	NO	YES	YES	YES
Which institutions are doing the best job of graduating students on time, based on those students’ prior preparation and level of economic disadvantage?
Teacher Effectiveness and Preparation Programs - Need Elements 1, 3, 4, 5	NO	NO	NO	NO	NO
Which teacher preparation programs produce the graduates whose students have the strongest academic growth?
NGA Graduation Rate - Need Elements 1, 2, 8, 10	NO	NO	YES	YES	YES