Using
Data To
Improve
Student Achievement
Student Achievement
You can sort by Date and Title by clicking on the corresponding heading.
Date  |
Title | Description | Organization(s) | Element(s) Addressed | Topic(s) |
|---|---|---|---|---|---|
| Mar 08 | PK Inclusion: Getting Serious About a P-16 Education System | In an article by Ruby Takanishi and Kristie Kauerz, "PK Inclusion: Getting Serious About a P-16 Education System," the authors make the case that a P-16 system must pay attention to the PK-3 years. | Phi Delta Kappan | Early Childhood Education | |
| Mar 08 | The Impact of Data on Education | Data-driven decisions about student progress and teacher effectiveness may not be embraced by all across the educational spectrum, but those who do think they are leading the way to improving educational achievement across the board. | Carnegie Corporation of New York | Using data to drive decisions | |
| Feb 08 | Data Governance | PowerPoint presentation for a panel discussion by state education data managers on how they are establishing and maintaining data governance with information about how the U.S. Department of Education is working to establish data governance. | U.S. Department of Education | Data Goverance | |
| Feb 08 | Closing the Expectations Gap | Achieve, Inc | Achievement Gap | ||
| Jan 08 | Developing and Supporting P–20 Education Data Systems: Models that Work | National Center for Educational Achievement | 9 | ||
| Jan 08 | The Power of Longitudinal Data: A Guide for School leaders | Using data to drive decisions | |||
| Jan 08 | Using Longitudinal Data to Increase Community College Student Success: A Guide to Measuring Milestone and Momentum Point Attainment | Community College Research Center | 9 | P-20 Alignment | |
| Dec 07 | Benefits of and Lessons Learned from Linking Teacher and Student Data | National Center for Educational Achievement | 5 | Teacher Quality | |
| Dec 07 | Linking Early Childhood Student Information Through the Workforce | Council of Chief State School Officers | 9 | P-20 Alignment | |
| Nov 07 | Value-Added Analysis and Education Policy | Academic Growth | |||
| Oct 07 | Are Public Schools Really Losing Their Best? Assessing the Career Transitions of Teachers and Their Implications for the Quality of the Teacher Workforce | Teacher Quality | |||
| Oct 07 | Teacher Credentials and Student Achieve-ment in High School: A Cross-Subject Analysis with Student Fixed Effects | Teacher Quality | |||
| Oct 07 | What is the role of the State Education Agency in providing Local Education Agencies with access to key data for instruction? | Council of Chief State School Officers | Using data to drive decisions | ||
| Aug 07 | Increasing the Graduation Rate Phase I: Data Needed And Available To Make Quality Decisions | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | Graduation Rate | ||
| Jul 07 | IES Awards $62 Million to 13 States for Longitudinal Data Systems- Press Release | Insitute of Education Sciences | IES SLDS Grants | ||
| Jul 07 | Education and Public Interest Center, University of Colorado at Boulder, Teacher Data in Colorado: Considering Potential Opportunities and Risks of Recent Proposals | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | Teacher Quality | ||
| Jun 07 | Massachusetts- Preliminary Findings from the School-to-College Database | Presentation given to the Massachusetts Board of Higher Education | Massachusetts Department of Education | P-20 Alignment | |
| Jun 07 | Connecting Policy and Data: What legislators need to know about state education data systems | Council of Chief State School Officers | |||
| May 07 | Understanding High School Graduation Rates | Published by the Alliance for Excellent Education. Nationally, and for each state, Understanding High School Graduation Rates illustrates the discrepancies in graduation rates reported by government and independent sources, examines why this is important, and describes three core policy areas that are fundamental to calculating, reporting, and improving accurate graduation rates: 1. Use of common, accurate graduation rate calculations, 2. Statewide data systems that track individual student data from the time students enter the educational system until they leave it, and 3. Policies that meaningfully hold high schools accountable for improving student achievement on test scores and increasing graduation rates so that low-performing students are not unnecessarily held back or encouraged to leave school without a diploma. | Alliance for Excellent Education | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | Dropout Rate, Graduation Rate |
| Apr 07 | Kentucky High School Feedback Report, Class of 2004 | The High School Feedback Report for the Class of 2004 is produced collaboratively with data collected by the Council, the Kentucky Department of Education, the Kentucky Higher Education Assistance Authority, ACT, Inc. and The College Board. The report examines the college preparation and participation of Kentucky’s 2004 high school graduates. Each high school report features comparison info at the school, district and state levels and important school statistics such as ACT and Advanced Placement test-taking and success. | Kentucky Council on Postsecondary Education | 9 | P-20 Alignment |
| Mar 07 | Linking Teacher and Student Data to Improve Teacher and Teaching Quality | National Center for Educational Achievement | 5 | Teacher Quality | |
| Mar 07 | Using Data to Improve Student Learning and Strengthen School/Community Partnerships: 6412 Heads are Better than 28 | Presentation on how Christina School District in Wilmington, Delaware uses data to improve student achievement and school/community partnerships | Christina School District, Wilmington, Delaware | Using data to drive decisions | |
| Mar 07 | Tracking Student Progression: The State of the States | This report presents the results of a new fifty-state inventory of state SUR capacity undertaken by NCHEMS. In addition to the topics of data element coverage and analytical capability addressed by the 2002 survey, the current inventory examines more closely how states are linking SUR data with other data sources and how they are using the resulting information. | National Center for Higher Education Management Systems | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | P-20 Alignment, State Status: Data Systems |
| Mar 07 | Data Quality Campaign Progress Report 2006 | National Center for Educational Achievement | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | State Status: Data Systems | |
| Mar 07 | Leaders and Laggards: A State-by-State Report Card on Educational Effectiveness | Education report card analyzes the return states are getting for their education dollar; calls for better collection and use of data. | Institute for a Competitive Workforce (An Affiliate of the U.S. Chamber of Commerce) | 1 | State Status: Data Systems, Using data to drive decisions |
| Mar 07 | Regarding the Use of SSNs in Education Data Systems | Privacy Protection | |||
| Mar 07 | Florida’s Education Pipeline: An Overview | Presentation prepared by the Division of Accountability, Research, and Measurement Florida Department of Education, March 2007 | Flordia Department of Education | P-20 Alignment | |
| Feb 07 | Six Key Uses of Longitudinal Data | National Center for Educational Achievement | Using data to drive decisions | ||
| Feb 07 | Leveraging the Power of Interoperability for a Comprehensive Educational System | To address the needs of student data enterprise wide, the Schools Interoperability Framework Association (SIFA) and the Postsecondary Electronic Standards Council (PESC) acknowledge each other’s core competencies and functionalities and will collaborate for data needs that overlap between pK12 and postsecondary education. This agreement clarifies the roles of each organization and sets a new paradigm for the entire education community. | Postsecondary Electronic Standards Council / Schools Interoperability Framework Association | Interoperability | |
| Jan 07 | Addressing the Need for Better Data on Teaching in Colorado | The goal of this report is to provide information about unique teacher identifier systems and disseminate the outcomes of four stakeholder meetings regarding a unique teacher identifier for Colorado. It includes a section on other state experiences with building and using unique teacher ID systems: Louisiana, Utah, and Florida. | Alliance for Quality Teaching | 5 | Teacher Quality |
| Dec 06 | Implementing the NGA Graduation Rate Compact: Recommendations for State Data Managers | In June 2006, the Council of Chief State School Officers worked with the National Governors Association Center for Best Practices to gather representatives from several states and organizations2 to evaluate and discuss implementation issues related to the NGA Graduation Rate. The goal of the technical panel was to identify standard implementation practices that could be adopted by all states to make the state graduation rates as comparable as possible. The specific recommendations are listed below and discussed in greater detail later in this document. | Council of Chief State School Officers | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | Graduation Rate |
| Nov 06 | Increasing Returns on Investment in Data Systems: Lessons Learned from Recipients of IES Statewide Longitudinal Data Systems Grants | National Center for Educational Achievement | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | State Status: Data Systems | |
| Nov 06 | Creating Longitudinal Data Systems: Lessons Learned by Leading States | To help states accelerate their progress, the Data Quality Campaign (DQC) examined four diverse, leading states. The goal was to better understand how these states went about designing their data systems, what it cost to create them, what immediate and tangible results were achieved, and what “lessons learned” could be shared with other states following in their footsteps. The four states were Florida, Utah, Virginia, and Wisconsin. | National Center for Educational Achievement | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | State Status: Data Systems |
| Nov 06 | Addressing America's Dropout Challenge: State Efforts to Boost Graduation Rates Require Federal Support | This paper outlines the Graduation Promise Act of 2007, which would establish a federal commitment to partner with states, districts, and schools to raise graduation rates. Specifically, the GPA will fund expansion of the existing federal data grant program to all 50 states for immediate implementation of the data elements identified by the Data Quality Campaign as most critical to the ability of states to track accurately the students who fall out of the education pipeline. | Center for American Progress / Jobs for the Future | 1, 2, 8, 10 | Graduation Rate |
| Nov 06 | 2007 Results of NCEA Survey of State Data Collection Issues | The Data Quality Campaign and the National Center for Educational Accountability (NCEA) conducted a survey in August 2006, with the support of The Broad Foundation and 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. | National Center for Educational Achievement | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | State Status: Data Systems |
| Nov 06 | Making Sense of Data-Driven Decision Making in Education: Evidence from Recent RAND Research | This paper uses RAND research to show how schools and districts are analyzing achievement test results and other types of data to make decisions to improve student success. It examines data-driven decision making policies and suggests future research in the field. A conceptual framework, adapted from the literature and used to organize the discussion, recognizes that multiple data types (input, outcome, process, and satisfaction data) can inform decisions, and that the presence of raw data does not ensure its effective use. Research questions addressed are: what types of data are administrators and teachers using, and how are they using them; what support is available to help with the use of the data; and what factors influence the use of data for decision making? | RAND | 1 | Using data to drive decisions |
| Oct 06 | Implementing the NGA Graduation Rate Compact: State-level Issues | The goal of the technical panel, and this corresponding brief, was to identify standard implementation practices that could be adopted by all states to make the subsequent rates as comparable as possible. | National Center for Educational Achievement | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | Graduation Rate |
| Sep 06 | Data Use Drives School and District Improvement | Although data can be used by school systems in myriad ways to promote systemwide success, this DQC brief focuses specifically on how stakeholders at all levels can support access to and use of a student’s academic history to adjust instruction to meet the student’s needs. | National Center for Educational Achievement | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | Using data to drive decisions |
| Sep 06 | Maximizing the Power of Education Data While Ensuring Compliance with Federal Student Privacy Laws: A Guide for Policymakers | In response to state requests for information on FERPA, the managing partners of the DQC have worked with the law firm of Holland & Knight to analyze FERPA and how the new roles of SEAs (and their longitudinal data systems) in data collection and sharing can be aligned with FERPA. This issue analysis may serve as a guide to assist states as they build and use state longitudinal data systems in ways that comply with FERPA and fully protect the privacy rights of students and their parents. The DQC values student privacy and strongly supports the use of longitudinal data as an indispensable tool in the effort to improve school performance; this legal analysis concludes that instituting and using these state longitudinal data systems can be done in accordance with FERPA protection of student privacy. | National Center for Educational Achievement | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | Privacy Protection |
| Sep 06 | State Longitudinal Data Systems and Student Privacy Protections Under the Family Educational Rights and Privacy Act | In addition to giving parents rights to inspect and challenge the contents of their children's education records, FERPA prohibits educational agencies and institutions that receive program funds from the U.S. Department of Education from disclosing students' education records or personally identifiable information about students contained in those records without written parental consent, unless the disclosure comes within one or more of a list of statutory exceptions. This legal analysis summarizes — (A) data collection and disclosure practices relevant to a state longitudinal data system that are clearly permissible under FERPA and (B) areas where issues remain as to what is permissible under FERPA. Holland & Knight LLP prepared this paper to address how a state longitudinal data system can align the principles of data use and comply with FERPA, with regard to student data at all levels of education, pre-kindergarten through postsecondary education. | Holland & Knight LLP | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | Privacy Protection |
| Sep 06 | Revising the Equitable Distribution Component in Your State's Plan for Highly Qualified Teachers | This draft document (revised from March 2006) is intended to provide states with guidance as they revise their state plans to document progress in the equitable distribution of highly qualified teachers. | National Comprehensive Center for Teacher Quality | 5 | Teacher Quality |
| Aug 06 | Commission Staff Research Report- Growth Models: An examination within the context of NCLB | This paper examines how a longitudinal growth model – one that tracks the achievement of individual students, rather than cohorts of students – would impact NCLB. Included is a discussion of the necessary data components as well as an examination of the benefits and disadvantages of incorporating and utilizing this type of model. Lastly, the paper includes a brief discussion of two growth model pilot programs recently approved by the U.S. Department of Education in Tennessee and North Carolina. | The Aspen Institute | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | Academic Growth |
| Jun 06 | P-20 Data Systems: An Alignment Status Report | This issue brief was produced for the June 13, 2006 DQC Quarterly Issue Meeting focused on aligning P-12 and postsecondary data systems and explores the past, present, and future of aligning these two, at times, disparate data systems. | National Center for Educational Achievement | P-20 Alignment | |
| Jun 06 | Who’s Counted, Who’s Counting? Understanding High School Graduation Rates | The report explains reasons why so many different graduation rate formulas and statistics exist, why states report them differently, discusses the limitations and benefits of each method, and defines the policy changes needed to assure that the public receives timely and accurate information about how many students are actually graduating. | Alliance for Excellent Education | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | Dropout Rate, Graduation Rate |
| Jun 06 | From Goals to Results: Improving Education System Accountability | This report addresses how state education agencies work together to: • create programs that smooth the critical transitions between grade levels for all students by aligning course content and assessments from grade to grade; • improve data systems to follow individual students from preschool through postsecondary education and to track important information about teachers; and, • coordinate education resources to ensure real-dollar growth per K-12 and college student — with a focus on results. |
Southern Regional Education Board | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | College Readiness, Graduation Rate, P-20 Alignment, Teacher Quality |
| Jun 06 | Identifying Potential Early Dropouts: Key Lessons for Building an Early Warning Data System | The goal of this paper is to provide policymakers with an overview of research about the dropout problem and the best strategies for building an early warning data system that can signal which students and schools are most in need of interventions. | Achieve, Inc | 1, 2, 6 | Dropout Rate, Graduation Rate, Using data to drive decisions |
| May 06 | Balancing Work, Family and School: Enrollment Pathways and Outcomes of Older Community College Students Compared to Traditional Age Students | This paper presents findings from a new study of the experiences and outcomes of older community college students - those who enter college for the first time at age 25 or later. | Community College Research Center | 6 | College Readiness |
| May 06 | Key Issues in Studying Charter Schools and Achievement: A Review and Suggestions for National Guidelines | The Charter School Achievement Consensus Panel set out to understand the strengths and weaknesses of the research done to date and to suggest how future research could be more definitive. | National Charter School Research Project | 2, 3 | Charter schools |
| Apr 06 | The Road to Broad | A monthly newsletter focused on improving education, The Broad Foundation. | The Broad Foundation | 2 | Using data to drive decisions |
| Apr 06 | The Hamilton Project | Identifying effective teachers using performance on the job, The Brookings Institution, April 2006. | The Brookings Institution | 5 | Teacher Quality |
| Apr 06 | The Progress of P-16 Collaboration in the States | This policy brief seeks to track the progress of P-16 collaboration in the states by focusing on states with established and successful P-16 programs, as well as states that are in the process of establishing P-16 councils. | Education Commission of the States | 9 | College Readiness |
| Mar 06 | Getting the Most Out of America's Education Investment: How a Fresh Perspective on a Long-Standing Challenge Can Further America's Competitiveness in the World | How a Fresh Perspective on a Long-standing Challenge Can Further America's Competitiveness in the World | Standard & Poor's School Evaluation Services | Using data to drive decisions | |
| Mar 06 | Promising Practices: Getting the Most Out of Your Education Investment | This document highlights a sample of the most “promising practices” exhibited by Kansas’ highly resource efficient school districts. | Standard & Poor's School Evaluation Services | Using data to drive decisions | |
| Mar 06 | The Silent Epidemic | Perspectives of High School Dropouts, the Bill & Melinda Gates Foundation, March 2006. | the Bill & Melinda Gates Foundation | 8 | Dropout Rate, Graduation Rate |
| Mar 06 | Claiming Common Ground | State Policymaking for Improving College Readiness and Success, The Institute for Educational Leadership, The National Center for Public Policy and Higher Education, The Stanford Institute for Higher Education Research, March 2006. | National Center for Public Policy and Higher Education | 6, 9 | College Readiness |
| Feb 06 | Closing the Expectations Gap 2006 | An Annual 50-State Progress Report on the Alignment of High School Policies with the Demands of College and Work, Achieve, Inc., February 2006. | Achieve, Inc | 1, 8, 9 | College Readiness, Graduation Rate, High School Reform, State Status: Data Systems |
| Feb 06 | Data-Driven Teaching: Tools and Trends | This brief examines key questions about data analysis programs and their use in urban districts, Rennie Center for Education Research and Policy, February 2006. | Rennie Center for Education Research and Policy | 3 | Using data to drive decisions |
| Feb 06 | Florida’s K-20 Data Resources and the Education Pipeline | Presentation prepared by the Division of Accountability, Research, and Measurement Florida Department of Education, February 2007 | Flordia Department of Education | P-20 Alignment | |
| Jan 06 | Turning Promise Into Practice: A Quality Education for Every Washington Student | This report considers how far Washington’s education system has come since 1993. | League of Education Voters Foundation | 9 | P-20 Alignment |
| Jan 06 | Data Quality Policy Statement | Due to the importance of data in our education systems, in partnership with the federal government and our local education agencies, CCSSO commits to implementing longitudinal data systems within three years. In addition to outlining the need for better quality data, this policy statement also identifies the challenges to achieving their goal. | Council of Chief State School Officers | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | P-20 Alignment, State Status: Data Systems, Using data to drive decisions |
| Dec 05 | Data Don't Drive | Building a Practitioner-Driven Culture of Inquiry to Assess Community College Performance, Lumina Foundation, December 2005. | Lumina Foundation | Using data to drive decisions | |
| Sep 05 | Judging Student Achievement: Why Getting the Right Data Matters | An MPR/NCEA Policy Brief, September 2005 | MPR, Inc / National Center for Educational Achievement | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | Academic Growth, Achievement Gap, Dropout Rate, Graduation Rate, Student Mobility |
| Sep 05 | The Governance Divide: A Report on a Four-State Study on Improving College Readiness and Success | The findings in this research report move the K-16 agenda forward by proposing a set of state policy levers that can be used to create meaningful changes for students. | National Center for Public Policy and Higher Education | 9 | P-20 Alignment |
| Sep 05 | Key Attributes of State Data Systems That Allow for Sophisticated Research on Teachers | This brief will provide a simple roadmap for states wishing to develop a data structure that permits the estimation of value-added teacher quality models. | Center for Teaching Quality | 1, 2, 5 | Academic Growth, Teacher Quality |
| Jul 05 | Graduation Counts | Task Force on State High School Graduation Data to make recommendations about how states can develop a high-quality, comparable high school graduation measure, as well as complementary indicators of student progress and outcomes and data systems capable of collecting, analyzing, and reporting the data states need, National Governor's Association, 2005. | National Governors Association Center for Best Practices | 1, 8, 9 | Dropout Rate, Graduation Rate |
| Jun 05 | State Education Data Systems That Increase Learning and Improve Accountability | Research-based analysis of educational policy issues, North Central Regional Education Policy, June 2004. | North Central Regional Educational Laboratory | 1 | Using data to drive decisions |
| Apr 05 | Improving the High School-to-College Transition Through Leadership and Governance | This report contents that streamlined statewide education governance can unify K–12 and higher education goals, data and accountability systems, and strategies for improving the college-ready high school graduation rate. | National Governors Association Center for Best Practices | 1, 9 | College Readiness, P-20 Alignment |
| Feb 05 | State Data Systems and Privacy Concerns: Strategies for Balancing Public Interest | This policy brief, prepared for Achieving the Dream, a national initiative to increase the success of underserved groups in community colleges, explores how states can balance the interests of accountability and privacy. It describes how states have addressed the collection and use of student record data within the limits and constraints set by federal privacy laws, with particular reference to the Family Educational Rights and Privacy Act (FERPA). | Jobs for the Future | 1, 9 | P-20 Alignment, Privacy Protection |
| Jan 05 | High School to College and Careers: Aligning State Policies | This special report provides a one-page summary of each SREB state’s policies, programs and requirements related to the transition from high school to college and careers. | Southern Regional Education Board | College Readiness, P-20 Alignment | |
| Jan 05 | Buried Treasure: Deveoping a Management Guide from Mountains of School Data | This report provides a practical discussion of what is required to develop a school district “management guide,” along with an actual guide built on evidence-based indicators. The seven indicators of interest in the management system described in this report are:
|
Center on Reinventing Public Education | 1, 8 | Dropout Rate, Graduation Rate, Using data to drive decisions |
| Jan 05 | Report '05: Facing Facts | Five cities are planning wide-scale improvements in arts education or out-of-school learning opportunities, using sophisticated market research and neighborhood mapping to assess what people really want and where the greatest unmet needs lie. Also, a Louisville school district tracked how its principals spending their day and have used the findhings to develop an innovative solution to help school leaders shift their priorities more towards teaching and learning. | Wallace Foundation | Using data to drive decisions | |
| Apr 04 | Data-Driven Decision Making: Vision to Know and Do | Data-driven decision making frames a vision for what is possible and creates a plan of action: the vision to know and do. | Consortium for School Networking | Using data to drive decisions | |
| Jan 04 | Double the Numbers: Increasing Postsecondary Credentials for Underrepresented Youth | This report highlights emerging strategies--at state, district, and school levels--for improving postsecondary outcomes. | Harvard Education Press | P-20 Alignment | |
| Jul 03 | Next-Generation Models of Accountability: the K-16 Model | This paper proposes an accountability model based on viewing public education – from kindergarten through college, or “K-16” -- as a single, integrated system. It focuses, in particular, on the crucial connection between the secondary and postsecondary levels. | Education Commission of the States | 1, 9 | College Readiness, P-20 Alignment |
| Jun 03 | The School Administrator: Using Data to Improve Student Learning | Victoria Bernhardt, a professor at California State University, provides a practical guide for the use of test results in Using Data to Improve Student Learning in Elementary Schools. | American Association of School Administrators | Using data to drive decisions | |
| May 03 | Student Success: Statewide P–16 Systems | Collectively, these essays argue that success in postsecondary education can become widespread only if the entire educational system – from early childhood through elementary school, high school, and college – is geared toward preparing and enabling students to become successful learners and workers at a high level of achievement. The purpose of the Data and Accountability essay is to help advance the discussions now occurring in most states by describing the kinds of data and accountability systems needed to help more students prepare for and succeed in postsecondary education. We will (1) describe our view of an effective P-16 data and accountability system; (2) describe the general status of K-12 and postsecondary data systems; (3) provide examples of promising state practices; and (4) offer some concluding recommendations. | State Higher Education Executive Officers | 1, 6, 9 | P-20 Alignment |
| Apr 03 | Following the Mobile Student: Can We Develop the Capability for a Comprehensive Database to Assess Student Progression? | This report studies existing state-level unit-record databases in an effort to determine the feasibility of creating a method to track students across state lines and describes that study in detail, explains its findings and conclusions and makes a series of recommendations for future action. | Lumina Foundation | 1, 9 | P-20 Alignment |
| Mar 03 | Betraying the College Dream: How Disconnected K-12 and Postsecondary Education Systems Undermine Student Aspirations | This report describes these problems further, provides a context for why they exist, and recommendations to improve the current situation. | The Stanford Center for Higher Education Research: Stanford University‘s Bridge Project | 9 | College Readiness, P-20 Alignment |
| Mar 03 | Knowledge Management in Education: Defining the Landscape | This report examines the primary benefits of knowledge management in education in that it actively addresses both the technology culture and the information culture at an institution and seeks to advance both simultaneously. | The Institute for the Study of Knowledge Management in Education | Using data to drive decisions | |
| Dec 02 | No Child Left Behind Policy Brief: State Information Systems | This policy brief provides: • A short primer on data use, covering the topics of disaggregated data, ways of comparing school and student performance, and measurement of adequate yearly progress • Information about longitudinal data systems that can measure student enrollment and progress over time • Alook at the resources available under ESEA 2001 for states to improve their information systems • Key issues for policymakers to consider in assessing the adequacy of their states’ information systems. |
Education Commission of the States | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | Academic Growth |
| Dec 02 | The School Administrator: Data-Driven Districts | The call for greater accountability means administrators and teachers must show proof—tangible, statistically valid evidence—that what they are doing is working, that students are learning faster and better. This article highlights four districts that are heeding this call. | American Association of School Administrators | 1 | Using data to drive decisions |
| Oct 02 | Comprehensive State Literacy Policy: A Guide for Policymakers | These principles can serve as tools for policymakers in their efforts to implement literacy initiatives and, at the same time, help them meet or exceed requirements of the No Child Left Behind Act of 2001, Education Commission of the States, November 2002. | Education Commission of the States | 10 | Using data to drive decisions |
| Sep 02 | Policymaker's Guide to the Value of Longitudinal Student Data | This Issue Brief addresses questions and answers policymakers may have about the use and value of longitudinal student data. | Education Commission of the States / National Center for Educational Achievement | 1 | Using data to drive decisions |
| Sep 02 | Longitudinal Student Data in the No Child Left Behind Act of 2001 | The new federal legislation, the No Child Left Behind Act of 2001, endorses, but does not require the use of longitudinal student data by states and school districts. This paper provides an overview of NCLB's provisions that support the development of statewide longitudinal data systems. | National Center for Educational Achievement | No Child Left Behind (NCLB) Act | |
| Sep 02 | Education Data Managers Guide to Longitudinal Student Data | This Issue Brief addresses questions and answers data managers may have about the use and value of longitudinal student data. | Education Commission of the States / National Center for Educational Achievement | 1 | Privacy Protection, Using data to drive decisions |
| Sep 02 | Getting Smart About Data: Satisfying Federal Reporting Requirements While Helping Schools Improve | This paper explores the complementary relationship between the No Child Left Behind (NCLB) Act and longitudinal student level data. Specifically, it provides recommendations regarding how longitudinal data can satisfy federal reporting requirements while also provide educators and administrators with the information needed to help schools improve. | National Center for Educational Achievement | No Child Left Behind (NCLB) Act, Using data to drive decisions | |
| Aug 02 | States Must Improve Data for Adequate Yearly Progress | Without accurate data on student characteristics, test score information disaggregated by those characteristics will be inaccurate. The information used to identify which schools are making “adequate yearly progress” will also be inaccurate. | National Center for Educational Achievement | No Child Left Behind (NCLB) Act | |
| Apr 02 | Gathering Momentum: Building the Learning Connection Between Schools and Colleges | This report examines inter-level collaboration between K–12 and higher education through five lenses, discrete but often overlapping: equity, governance, standards, teachers, and community building. | National Center for Public Policy and Higher Education | 9 | P-20 Alignment |
| Jul 01 | Building a Highway to Higher Ed: How Collaborative Efforts are Changing Education in America | This report focuses on the necessity of collaboration between public schools and higher education, also known as P-16, which stands for “pre-kindergarten through 16th grade." | Center for an Urban Future | College Readiness | |
| Apr 01 | What is P-16 Education? A Primer for Legislators | This report is designed to serve as a practical guide to an integrated public education system. It offers a “basic orientation” to P-16 education, beginning with an overview of the varying definitions of P-16 and concluding with specific policy questions for legislators to consider. It also includes a glossary of terms, a list of selected readings and links to a variety of resources and materials on P-16. | Education Commission of the States | 9 | P-20 Alignment |
| Jan 01 | A Student-Centered P-16 Accountability Model: Encouraging High Standards, Equitable Educational Opportunities and Outcomes, and Flexibility Within A Seamless System of Education | This paper describes a “next-generation” framework for an accountability model that spans states’ education systems from pre-kindergarten through the end of undergraduate education (P-16). This paper focuses on student-related issues. To create a complete model P-16 accountability system, teacher-related measures would need to be incorporated. | Education Commission of the States | 1, 9 | College Readiness, P-20 Alignment |
| Florida’s Education Pipeline: Demand for Postsecondary Education | Presentation prepared by Florida's Postsecondary Education Access Task Force | Flordia Department of Education | P-20 Alignment | ||
| An American Imperative: Transforming the Recruitment, Retention, and Renewal of Our Nation’s Mathematics and Science Teaching Workforce | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 | Teacher Quality | |||
| Creating a Comprehensive Teacher Data System- Policy Brief | Center for Strenghtening the Teaching Profession | 5 | Teacher Quality | ||
| Creating a Comprehensive Teacher Data System- Entire Report | Center for Strenghtening the Teaching Profession | 5 | Teacher Quality | ||
| More than a number: Education Information Systems in California | What teachers and principals need—according to those interviewed for this video—are data that come from tests given throughout the current school year, are given to them in a timely fashion and in an environment that values collaboration and problem solving, and allow them to adjust instructional strategies. It is only in this way, they argue, that significant gains in student achievement will be realized. | California Student Success Project | State Status: Data Systems, Using data to drive decisions | ||
| Telling the Story II: Developing a Tracking System in Chicago | This presentation highlights a partnership between the Chicago Public Schools (CPS) and the Consortium on Chicago School Research at the University of Chicago to link secondary and postsecondary data. The groups collected information about college-going attitudes and aptitude in Chicago schools, which has helped CPS identify areas for improvement. | 9 |
