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Survey Results

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State-specific Responses to Survey Questions

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Results of 2007 NCEA Survey of State P-12 Data Collection Issues Related to Longitudinal Analysis

The Data Quality Campaign and the National Center for Educational Achievement (NCEA) conducted a survey in September 2007, with the support of the Bill & Melinda Gates Foundation, about state data systems to determine the number of states that have built the infrastructure to tap into the power of longitudinal data. Similar surveys were conducted by NCEA in 2003, 2004, 2005 and 2006. This website provides an overview of the findings of the survey in addition to a state-by-state analysis of the policy implications of each state's data system.

The Power of Longitudinal Data
Longitudinal data matches individual student records over time, from pre-kindergarten through 12th grade and into post secondary education. States are spending hundreds of millions of dollars to improve student achievement. But without quality data, they are essentially flying blind. Policymakers need to act now to put in place the policies and resources to ensure that each state has a longitudinal data system and the culture and capacity to translate the information into specific action steps to improve student achievement. 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. Longitudinal data (data gathered on the same student from year to year) makes it possible to:

• Determine the value-added of specific schools and programs by following individual students' academic growth;
• Identify consistently high-performing schools so that educators and the public can learn from best practices;
• Evaluate the impact of teacher preparation and training programs on student achievement; and
• Focus school systems on preparing a higher percentage of students to succeed in rigorous high school courses, college and challenging jobs.

While each state's P-12 education system is unique, it is clear that there is a set of 10 essential elements that are critical to a longitudinal data system*:

1. A unique statewide student identifier that connects student data across key databases across years
2. Student-level enrollment, demographic and program participation information
3. The ability to match individual students’ test records from year to year to measure academic growth
4. Information on untested students and the reasons they were not tested
5. A teacher identifier system with the ability to match teachers to students
6. Student-level transcript information, including information on courses completed and grades earned
7. Student-level college readiness test scores
8. Student-level graduation and dropout data
9. The ability to match student records between the P–12 and higher education systems
10. A state data audit system assessing data quality, validity and reliability

*It is clear that these elements are necessary but not sufficient for a robust longitudinal data system. Check here to see details about other fundamentals in designing a longitudinal data system, which include privacy protection, data architecture, data warehousing, interoperability, portability, and professional development around data processes and uses.

This map shows how many of these essential elements each state currently has based on responses to the 2007 NCEA survey of states about their current data collection systems. Click on a state to see what essential elements they have.

Currently, only 4 states' data system includes all 10 essential elements. All states should make it a priority to put them in place by 2009. For this reason, a group of national organizations has launched the Data Quality Campaign (www.DataQualityCampaign.org) to encourage and support policymakers' efforts to fully develop and use longitudinal data in education.