Northwest Regional Comprehensive Center
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Data Systems
On Track for Success: The Use of Early Warning Indicator and Intervention Systems to Build a Grad Nation
The Everyone Graduates Center at John Hopkins University released a report representing the first national assessment of Early Warning Indicator and Intervention Systems at the district, state, and national levels. It shares evidence from the latest research and best practices from the field so that parents, educators, administrators, business leaders, and legislators can be better equipped to keep children on track to graduate high school prepared for college and career success.
Early Warning System Tools Help Keep Middle Grades and High School Students On Track to Graduate High School
The National High School Center released a new Early Warning System Middle Grades (EWS MG) Tool and an enhanced Early Warning System High School (EWS HS) Tool. These Microsoft Excel-based tools rely on readily available student-level data (attendance, course failures, grade point average, credit accumulation, and behavior) to identify middle grade and high school students who show early warning signs that they are at risk for dropping out of high school.
Coherence: Key to Next Generation Assessment Success
The Assessment and Accountability Center has released a policy brief outlining how current tests don't measure what we need them to measure. The brief discusses how coherence can lead to assessment success.
ED Data Express
The U.S. Department of Education's new ED Data Express website is designed to improve the public's ability to access and explore high-value, state-level education data collected by the U.S. Department of Education. The site currently includes data from EDFacts, Consolidated State Performance Reports (CSPR), State Accountability Workbooks, the National Center for Education Statistics (NCES), the National Assessment of Education Progress (NAEP), the College Board, and the Department's Budget Service office.
Using Longitudinal Data Systems to Inform State Teacher Quality Efforts
The Data Quality Campaign recently released a brief explaining why building statewide longitudinal data systems is a high priority in states, where state systems currently stand, the political landscape, the possibilities and obstacles related to linking student and teacher data, and the role of states in building the capacity of educators to use data.
Use of Education Data at the Local Level: From Accountability to Instructional Improvement
The U.S. Department of Education recently published the results of a study examining the characteristics of data systems and their use at the classroom level. More specifically, it looked at what types of student data systems were available to school staff, how school staff were using the systems and other forms of student data, teachers' understanding of data displays and data interpretation issues, and the supports and challenges for school-level use of student data in planning and implementing instruction.
2009–10 DQC Annual Survey Results
The Data Quality Campaign (DQC) released its first report on the 10 state actions to ensure the effective use of longitudinal data, including details on how states are changing policies and practices to promote linkages across systems, ensuring appropriate access to new data and analysis, and strengthening stakeholder capacity to use this information.
Data Driven Decision Making: Developing Data Facilitators
The Oregon Department of Education is working towards building the capacity of educational leaders to support schools and districts in using data to inform decision making. To support this goal, ODE, NWRCC, and TERC collaborated on a seminar designed to prepare data facilitators.
New Tools to Make Benchmark Analysis Free and Painless
Using Student Achievement Data to Support Instructional Decision Making
The What Works Clearinghouse at the U.S. Department of Education has released a guide offering five recommendations to help educators effectively use data to monitor students’ academic progress and evaluate instructional practices. The guide recommends that schools set a clear vision for schoolwide data use, develop a data-driven culture, and make data part of an ongoing cycle of instructional improvement. The guide also recommends teaching students how to use their own data to set learning goals.
