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Author: Data Quality Campaign Publisher: ISBN: Category : Languages : en Pages : 8
Book Description
Consider the high-priority challenges facing education stakeholders today, such as measuring teacher effectiveness, implementing the Common Core State Standards, aligning K-12 and postsecondary education efforts with workforce demands, efficiently allocating resources, and ensuring that students stay on track to success. These efforts all rely on the efficient collection, management, and use of education data--and stakeholder confidence in those data, particularly if they will be used for high-stakes personnel, accountability, or other decisions. Over the last decade, state, federal, and private investments of political will and resources have contributed to significant progress in building robust statewide longitudinal data systems. Attention is now shifting--as it should be--to the work of ensuring that data are used by stakeholders to answer critical questions and inform decisionmaking from the kitchen table to the classroom to the state capitol. In the absence of common data standards that ensure the quality, comparability, and efficient sharing of data, these efforts' impact will be limited and their implementation costly and ineffective. (Contains 8 endnotes.).
Author: Data Quality Campaign Publisher: ISBN: Category : Languages : en Pages : 8
Book Description
Consider the high-priority challenges facing education stakeholders today, such as measuring teacher effectiveness, implementing the Common Core State Standards, aligning K-12 and postsecondary education efforts with workforce demands, efficiently allocating resources, and ensuring that students stay on track to success. These efforts all rely on the efficient collection, management, and use of education data--and stakeholder confidence in those data, particularly if they will be used for high-stakes personnel, accountability, or other decisions. Over the last decade, state, federal, and private investments of political will and resources have contributed to significant progress in building robust statewide longitudinal data systems. Attention is now shifting--as it should be--to the work of ensuring that data are used by stakeholders to answer critical questions and inform decisionmaking from the kitchen table to the classroom to the state capitol. In the absence of common data standards that ensure the quality, comparability, and efficient sharing of data, these efforts' impact will be limited and their implementation costly and ineffective. (Contains 8 endnotes.).
Author: National Governors' Association. Center for Best Practices Publisher: ISBN: Category : Languages : en Pages : 7
Book Description
In fewer than 10 years, states and districts have taken bold steps to build and improve systems that collect data about students, staffing and expenditures, but the data do not often provide adequate information to guide policy and practice. Increasing amounts of data are now available to parents, educators, researchers and policymakers. However, it has not been fully utilized because critical data are not collected, which can limit policymakers and educators ability to diagnose problems and offer solutions. This brief offers practical policy options to remove those obstacles and ensure the right data are being captured and interpreted. This brief outlines how governors can promote the greater use of data in their states by: (1) Collecting more actionable data designed to meet identified stakeholder questions, such as information on students' mastery of standards, the effects of academic interventions on student performance and a clearer link between school and district expenditures and student performance; (2) Linking multiple data systems through the adoption and use of common, open data standards; and (3) Providing new tools for aggregating and analyzing data that ease educators' ability to offer individualized instruction and support policymakers' ability to monitor performance. (Contains 15 endnotes.).
Author: Paul E. Lingenfelter Publisher: Taylor & Francis ISBN: 1000979156 Category : Education Languages : en Pages : 186
Book Description
How can we “fix” our schools? Improve graduation rates in college? What works?These are questions that make the headlines and vex policy makers, practitioners, and educational researchers. While they strive to improve society, there are frequently gulfs of mutual incomprehension among them.Academics, longing for more influence, may wrongly fault irrationality, ideology, or ignorance for the failure of research to inform policy and practice more powerfully. Policy makers and practitioners may doubt that academics can deliver ideas that will reliably yield desirable results. This book bridges the divide. It argues that unrealistic expectations lead to both unproductive research and impossible standards for “evidence-based” policy and practice, and it offers promising ways for evidence to contribute to improvement. It analyzes the utility and limitations of the different research methods that have been applied to policy and practice, as well as the strengths and weaknesses of educational reform strategies. It explains why using evidence for “accountability” often makes things worse rather than better.Paul Lingenfelter offers educational researchers and policy makers a framework for considering such questions as: What problems are important and accessible? What methods will be fruitful? Which help policy makers and practitioners make choices and learn how to improve? What information is relevant? What knowledge is valid and useful? How can policy makers and practitioners establish a more productive division of labor based on their respective capabilities and limitations? He cautions against the illusion that straight-forward scientific approaches and data can be successfully applied to society’s most complex problems. While explaining why no single policy or intervention can solve complex problems, he concludes that determination, measurement, analysis, and adaptation based on evidence in specific situations can lead to significant improvement. This positive, even-handed introduction to the use of research for problem-solving concludes by suggesting emerging practices and approaches that can help scholars, practitioners, and policy leaders become more successful in reaching their fundamental goals.
Author: Data Quality Campaign Publisher: ISBN: Category : Languages : en Pages : 4
Book Description
State education data systems have often been described as data rich but information poor. Historically, these systems were created for compliance purposes and, therefore, designed and managed as information technology projects, but a culture change is under way. Educators and other stakeholders are beginning to value data as a tool to inform continuous improvement of student outcomes and system performance. As states work to meet the American Recovery and Reinvestment Act (ARRA) requirement to follow individuals through P-20 education and into the workforce by 2011, the reality is that these state systems cannot and should not collect the total universe of data on student, school and district performance. Collecting this vast amount of data would cost too much in terms of time, money, privacy and security. Rather, state longitudinal data systems should be created, managed and used strategically to meet the most critical information needs of key stakeholders. The Data Quality Campaign (DQC) has identified 10 Essential Elements of a longitudinal data system and 10 State Actions to ensure effective use of these data. As states make progress toward implementing these Elements and Actions, they must engage in the following processes to foster a culture of data-driven decisionmaking and ensure that the Elements and Actions are integrated purposefully and not simply as a series of 20 checkmarks: (1) Prioritize, through broad-based stakeholder input, the critical policy questions to drive the development and use of longitudinal data systems; (2) Ensure data systems are interoperable within and across agencies and sectors by adopting common data standards, definitions and language; and (3) Protect personally identifiable information through governance policies and practices that promote the privacy and security of the information while allowing appropriate data access and sharing.
Author: Ellen B. Mandinach Publisher: Routledge ISBN: 0429847513 Category : Education Languages : en Pages : 207
Book Description
This book addresses the issue of data use in educator preparation programs towards continuous programmatic improvement. With an aim to increase the rigor in both research and practice in educational administration and teacher education, this volume will analyze the longstanding quality concerns about teacher and leadership preparation and standards for programs and educators, as well as controversies concerning national accreditation and federal efforts to mandate program reporting data. By exploring the policies and practices that influence departments of education, this volume examines the increasing pressures to improve institutional functioning, within a complex system of university, state, and national structures and organizations.
Author: Paul Bambrick-Santoyo Publisher: John Wiley & Sons ISBN: 0470548746 Category : Education Languages : en Pages : 336
Book Description
Offers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD.
Author: National Forum on Education Statistics (ED) Publisher: ISBN: Category : Languages : en Pages : 96
Book Description
This document recommends a set of core practices, operations, and templates that can be adopted and adapted by local education agencies (LEAs) as they consider how to respond to requests for both new and existing data about the education enterprise. These recommendations reflect core best practices for: (1) managing the flow of requests; (2) establishing response priorities; (3) monitoring appropriate methods and use; (4) protecting privacy; and (5) ensuring that research efforts are beneficial to the education agency. LEAs vary tremendously in their needs, circumstances, structure, and settings--yet core practices apply to the vast majority of education organizations. When organizations adapt or adopt recommended core practices, they: (1) invest in efficiencies that can lower operational costs and improve operations; (2) confirm that existing policies meet expected standards and regulations; (3) contribute to a body of best practices that advance the field of education data; (4) increase the academic benefit of research findings to students, staff, and schools; (5) support data-driven policy decisions and evidence-based actions in LEAs; and (6) contribute to the development of data-sharing standards, which has advantages for both education agencies and researchers. It should be noted that a corollary, but significant, benefit to following core practices when supporting research is the improved relationships between LEAs; individual researchers; and the colleges, universities, and policy organizations that frequently employ education researchers. Although taking time to establish a formal process for supporting appropriate data access may seem daunting, the outcomes of such an effort include reducing the overall burden of supporting research and minimizing risks of access control errors (e.g., data breaches, data misuse, and failure to provide appropriate oversight). The primary audience for this document is data policymakers and managers in LEAs who are generally responsible for managing and responding to requests from researchers for data access. These requests come from diverse sources, ranging from members of the research community to advocacy organizations, the media, the public, and other parties interested in education data. An additional important audience for this resource is the research community that submits requests to LEAs (additional information for the research community is available in Appendix C). This document is intended to help LEAs determine whether and how to voluntarily fulfill requests from researchers for access to new and existing education data, including confidential or otherwise restricted data. Appended are: (1) Model of Success; (2) Example Research Agenda; (3) Information for Researchers; (4) Consent/Assent Form Guidance; (5) Preliminary Data Access Request Form; (6) Full Data Access Request Form; (7) Data Access Agreement Form; (8) Agreement Modification Request Form; (9) Personal Access Agreement Form; (10) Data Destruction Certification Form; (11) Reference Landing Page; and (12) Related Resources.
Author: Randall B. Lindsey Publisher: Corwin Press ISBN: 150639938X Category : Education Languages : en Pages : 107
Book Description
A call-to-arms for educators in tumultuous times In times of social disruption and uncertainty, Cultural Proficiency can provide educators with essential tools for promoting greater equity and inclusion. This book places today’s political rancor and divisiveness in the context of greater historical change and provides a roadmap to interrupting the cycle of hostility towards marginalized groups. Readers will find: • Esteemed author Randall Lindsey’s latest thinking on Cultural Proficiency • A deliberately brief format that unpacks the Cultural Proficiency Framework and offers practical guidance • Tools and guiding principles to help educators move their school community toward inclusivity • Prompts for individual reflection and team dialogue
Author: Ron Avi Astor Publisher: Teachers College Press ISBN: 0807753688 Category : Education Languages : en Pages : 97
Book Description
While it is true that children from military families live unique and interesting lives, it is also true that they face many challenges and special circumstances that civilian children and families don't experience. These can include gaps in school attendance and learning due to frequent moves, being separated from a parent who has been deployed, and a sense of isolation in the midst of a civilian community. This unique guide provides parents with the information they need to choose a welcoming school or daycare program and suggests steps they can take to advocate for their children. It also highlights the types of questions parents should ask about how their children are faring socially, emotionally, and academically, such as: What can I do to help my child make a smooth transition to a new school? How can I support my child academically? What resources or staff does my school have to meet the needs of military children?
Author: Kim Schildkamp Publisher: Springer Science & Business Media ISBN: 9400748159 Category : Education Languages : en Pages : 221
Book Description
In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. This book brings together scholars from several countries to examine data-based decision making. Data-based decision making in this book refers to making decisions based on a broad range of evidence, such as scores on students’ assessments, classroom observations etc. This book supports policy-makers, people working with schools, researchers and school leaders and teachers in the use of data, by bringing together the current research conducted on data use across multiple countries into a single volume. Some of these studies are ‘best practice’ studies, where effective data use has led to improvements in student learning. Others provide insight into challenges in both policy and practice environments. Each of them draws on research and literature in the field.
Author: Data Quality Campaign
Author: Data Quality Campaign
Author: National Governors' Association. Center for Best Practices
Author: Paul E. Lingenfelter
Author: Data Quality Campaign
Author: Ellen B. Mandinach
Author: Paul Bambrick-Santoyo
Author: National Forum on Education Statistics (ED)
Author: Randall B. Lindsey
Author: Ron Avi Astor
Author: Kim Schildkamp