The researchers highlighted the importance
of state data systems to recognize needs and priorities among various risk and protective factors that can be targeted for intervention.
Set aside for a moment the demands
on state data systems created by an outcome - based system that rewards growth and the fact that these systems are not in place today.
Schools used their share of $ 4.3 billion in federal Race to the Top competitive - grant money to make significant progress in areas
including state data systems and instructional resources for teachers.
But
state data systems tend to be outdated because often they don't account for student growth, or mobility, or other issues that are particularly relevant to online students.
This will require tracking students after they leave elementary school in relatively unique ways, and will
stretch state data systems.
While a growing interest
in state data systems with universal student identifiers creates an opportunity to collect such data systematically, many districts have yet to develop the capacity for tracking absences for individual students.
Establish a statewide data security plan to address administrative, physical, and technical safeguards
for state data systems and other state data collection
The policy issues include targeting resources to low - income students, expanding credential paths, adopting and sustaining outcomes - based funding systems, setting attainment goals, and tracking progress on the goals
through state data systems.
Data quality and usefulness are often questionable, leaving many
state data systems function as de facto data morgues — used more often in autopsies of failed programs than to help educators and policymakers improve existing ones.
Many state data systems function as de facto morgues, Bill writes, «used more often in autopsies of failed programs than to help educators and policymakers improve existing ones.»
Barbara Means of SRI International, a research institute in Menlo Park, California, told me that much of the ambiguity is
because state data systems aren't set up to compare online learners to in - class learners.
Fortunately,
most state data systems make it possible to track individual students» scores over multiple years and to control for prior student achievement.
Ideally, local interim assessment data would be linked with instructional resources geared to state standards and
state data systems so that «teachers using a district data system to examine students» performance on a specific standard would be just a click or two away from instructional resources for that standard.»
Next
Generation State Data System: What is Needed for Next Generation Assessment and Accountability Systems; Prepared by Nancy J. Smith, Ph.D., Deputy Director, Data Quality Campaign for Achieve, Inc..
Benjamin Riley, founder and executive director of Deans for Impact, a nonprofit group pushing for
better state data systems and outcomes - based...
With growing calls for
improved state data systems, but a popular governor who philosophically objects to quantifying education still in office, it's unclear how long California's data blackout will last.
ECDC's mission is to promote policies and practices that support the development and use of coordinated, longitudinal early care and
education state data systems.
Critical Questions About Early Intervention and Early Childhood Special Education This 2015 resource compiles a set of Critical Questions that a
quality state data system for early intervention (EI) or early childhood special education (ECSE) should provide data to answer.
That situation has now changed, thanks to No Child Left Behind and related federal investments
in state data systems.
Barth discusses the report, and recommendations for state policymakers in their design
of state data systems, in CPE's Edifier blog.
One of just 11 states that meet all ten of the Data Quality Campaign's «essential elements»
for state data systems, Delaware already has a longitudinal system in place that links student test results to individual teachers.
Rather than using this opportunity to develop a new vision of how
the state data system could be more useful across California's vastly different 1,000 + districts, Cody reinforces the testing lens that he despises by limiting his perspective on data use to this frame.
He wants the feds to provide funds for adolescent literacy programs and
state data systems; to ensure that every school is staffed by «skilled» teachers and principals; for district efforts to «personalize the educational experience»; and much more; and he calls on Congress to establish «meaningful high school accountability» (though the details are vague).
Likewise, a new law that brings down a «data firewall» should be coupled with affirmative policies that link individual test scores to individual teachers in
the state data system and watertight district policies that tie this new information to tenure and evaluation decisions.
When it comes to
state data systems, the Data Quality Campaign has ranked states based on the completeness of their data systems.
When it came to
state data systems, charter school laws, and teacher policy, winning states like Ohio, Hawaii, Maryland, and New York finished well back in the pack on rankings compiled by the Data Quality Campaign, the National Alliance for Public Charter Schools, and the National Council on Teacher Quality.
Michael, DQC has long advocated on the 10 Essential Elements of
a state data system... state test scores are just one of ten elements!
Provides comprehensive data for individual states in the following categories: access to technology, use of technology, capacity of use,
state data system, and data access and analysis tools.
The interactive resource provides comprehensive data for individual states in the following categories: access to technology, use of technology, capacity of use,
state data system, and data access.
This interactive resource provides comprehensive data for individual states in the following categories: use of technology, capacity of use,
state data system, and data access.
Another gardener - like move is pushing states to remove laws that restrict the ability of school districts to link teacher and student data in
state data systems.
Creating
state data systems that monitor and reward the racial diversity of enrollees in teacher preparation programs, as well as those who complete the programs.
However, to ensure that data provided through
the state data system are actionable and reliable, Oregon should articulate a more distinct definition of teacher of record and require its consistent use throughout the state.
However, to ensure that data provided through
the state data system are actionable and reliable, Hawaii should articulate a more distinct definition of teacher of record and require its consistent use throughout the state.
Oregon should ensure that
its state data system is able to match individual teacher records with individual student records.
Develop capacity of
state data system.
New Jersey should ensure that
its state data system is able to match individual teacher records with individual student records.
To ensure that data provided through
the state data system are actionable and reliable, New Jersey should articulate a definition of teacher of record and require its consistent use throughout the state.
IDEA Part C and Part B 619
State Data Systems: Current Status and Future Priorities The Center for IDEA Early Childhood Data Systems (DaSy) has released a report on Part C and Part B 619 data systems.
The report includes collected information from the Part C and 619 coordinators and their data managers about the current status of
their state data systems, priorities for improvement, and areas where the states would like technical assistance.