Data Systems

Nashville Data Sharing to Support Student Achievement

Betraying the College Dream: How Disconnected K-12 and Postsecondary Education Systems Undermine Student Aspirations

This study from the Stanford Institute for Higher Education Research found that the overwhelming majority (80%) of Hispanic and African American students surveyed planned to pursue some kind of post-secondary education, but misaligned K-16 systems are putting up barriers to college access. Furthermore, high school assessments do not measure the same skills and knowledge that colleges require for entry.

Promising Practices and Considerations for Districts in Competency-Based Education Webinar Questions: Part 1 – Data Systems and Curriculum and Instruction Resources

On July 16, the College and Career Readiness and Success Center at the American Institutes for Research and the American Youth Policy Forum co-hosted a webinar, “Promising Practices and Considerations for Districts in Competency-Based Education.” A brief summary of the webinar is available here.

Preparing Every Citizen for the Knowledge Economy: A Primer on Using Early Childhood, K-12, Postsecondary and Workforce Data

This primer explores what it means to link data systems from four perspectives: turf, trust, technical issues, and time; provides recommendations for policymakers to ensure data systems meet user needs; and includes snaphots and resources to help states address some of the challenges outlined in the brief. The recommendations include ensuring input from a broad range of stakeholders, defining the questions the system should be designed to answer, establishing governance structures that ensure data-sharing and security, and building capacity for data use among stakeholders.

Workforce Data Landscape

This fact sheet discusses the importance of aligning workforce data and how that data can inform educational and economic development policy. Aligning education, employment, and workforce data also allows stakeholders to answer a variety of questions such as: What educational experience do children need to successfully pursue their desired careers and do the courses a student takes correlate to his or her later employment and earnings?

The Impacts of Career-Technical Education on High School Completion and Labor Market Success

This report analyzes the effect of vocational education on high school students’ academic effort and graduation rates. International cross-section data showed that nations (e.g. graduation rates from upper secondary school in Europe, Australia and North America and the correlation with enrollment in career-tech programs) that enroll a large portion of high school students in vocational programs have higher attendance rates and high school completion rates.

Creating an early warning system: Predictors of dropout in Delaware

This technical brief by Uekawa, Merola, Fernandez, and Porowski presents a historical analysis of key indicators of dropout for Delaware students in grades 9-12. The authors identified three key indicators of dropouts: (1) students’ attendance; (2) students’ math course grades; and (3) students’ English language arts (ELA) course grades. They found that the greater the number of risk indicators among a group of students, the higher the rate of student dropout in that group.

Destination Graduation: Sixth Grade Early Warning Indicators for Baltimore City Schools

This research by the Baltimore Education Research Consortium examined the drop out indicators from the Baltimore City Schools class of 2007. The authors identified chronic absence; failing English, or math, or both and/or a failing average for English, math science, and social studies; being at least one year overage; and being suspended for three or more days. This resource may be particularly useful for districts or schools looking to use drop out indicators in the middle grades to identify students in need of intervention efforts.


Subscribe to RSS - Data Systems