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Leveraging Race to the Top to Maximize the
Use of Data To Ensure College & Career
ReadinessAimee R. Guidera
Achieve ADPSeptember 10, 2009
DQC Progress: 2005-2008
2005 2008
04/21/23 3
College & Career Readiness—a Priority
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5
10
15
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50
# o
f S
tate
s
2005
2006
2007
2008
Phase II of the DQC: Changing the culture around data use and maximizing states’ investments in longitudinal data systems.
04/21/23
Data Opportunities in ARRA
$250 Million for State Longitudinal Data Systems Competitive Grant managed by Institute of
Education Sciences Help states implement and use state longitudinal
data systems (based on DQC ten elements, but also postsecondary and workforce data)
Since 2005 50 states have applied for these grants in 3 rounds of funding; 27 states have received in first 2; 3rd round just awarded to 27 states
Application due November 19th
04/21/23 5
Data Opportunities in ARRA
$53.6 Billion in Stabilization Funds $48.6B to assist education budgets (formula)
To tap into these funds, states must meet 4 Assurances:1. Qualified and effective teachers for all students2. Higher standards and rigorous aligned assessments3. Supports and interventions for struggling schools4. IMPROVED COLLECTION & USE OF LONGITUDINAL DATA
$4.35B State Incentive Grants—Race to the TopDistributed by Secretary by competitive grant to help states fully
meet the assurances goals – released for comment July 24 $650M Local Innovation Funds – What Works Innovation
FundsDistributed by the Secretary by competitive grants to help LEAS
expand their work and serve as models for best practices
04/21/23 6
Race to the Top: Selection Criteria
• States must address the State Reform Conditions Criteria (SRC) Criteria and Reform Plan (RP) Criteria for each of the four reform areas.
• The Secretary has identified 19 selection criteria - 14 selection criteria across the four reform areas and 5 overall criteria: Standards and Assessments: 3 criteria (2 SRC and 1 RP) Data Systems to Support Instruction: 3 criteria (1
SRC and 2 RP) Great Teachers and Leaders: 5 criteria (1 SRC and 4 RP) Turning Around Struggling Schools: 3 criteria (2 SRC and
1 RP) Overall: 5 criteria (3 SRC and 2 RP)
Selection Criteria: Data Systems to Support
InstructionState Reform Condition Criterion• (B) (1) Fully implementing a statewide longitudinal data system. The
evidence required includes a description of the extent to which a state’s data system includes the elements outlined in the America COMPETES Act. This criterion is aligned with DQC State Action 1 and the DQC’s 10 essential elements
Reform Plan Criteria• (B) (2) Accessing and Using Data. States are asked to detail a “high-
quality” plan to “…ensure that data from the State’s statewide longitudinal data system are accessible to, and are used to inform and engage, as appropriate, different types of stakeholders. This criterion is aligned with DQC State Actions 5, 6, and 7.
• (B)(3) Using data to improve instruction. States must outline their plan to increase the use of data to provide stakeholders with information to improve instructional practices, decision-making, and overall effectiveness. States should also outline how they plan to make these data available and accessible to researchers for evaluative purposes, particularly “materials, strategies, and approaches for education different types of students.” This criterion is aligned with DQC State Actions 5, 6, 7, and 8.
Other Areas with Data Implications
Reform Area 3: Great Teachers and Leaders• Reform Plan Criteria (C)(2) to (C)(5) rely heavily on a strong data
system that links teachers with student performance data (DQC element 5).
(C)(2) Differentiating teacher and principal effectiveness relies on the ability to measure student growth.
(C)(3)Equitable distribution of teachers (C)(4)Reporting on effectiveness of teacher and principal preparation
program will assess the extent to which a state is able to link student’s achievement data to the student’s teacher and principals which is then linked back to the educators credentialing program. This criterion is aligned with DQC State Action 9.
(C)(5)Providing effective support to teachers and principals: states should detail in their plan a way “…to use rapid-time […] student data and guide the support provided to teachers and principals (e.g., professional development, time for common planning and collaboration) provided to teachers and principals…” This criterion is aligned with DQC State Action 9.
04/21/23 10
Q: Why Link Data Across Sectors?A: To Answer Critical Policy Questions!
• How many of our state’s high school graduates need remediation in college?• What is the college going rate for our high school graduates? College completion?• What percentage of our college graduates continue to live and work in our state?• To what degree do our state financial aid programs improve college access?• How much do our high school and college graduates earn in the workforce over
time? What about the drop-outs?• How many of our high school and college students are employed while they are in
school and what kind of impact does it have on their academic success?• Which industries employ the majority of our state’s high school and college
graduates?• Which of our teacher education programs produce alumni whose pupils perform at
a higher level on assessments?• To what degree does participation in early childhood programs increase
kindergarten readiness? Are these gains sustained through third grade?• What high school performance indicators (e.g., enrollment in rigorous courses or
performance on state tests) are the best predictors of students’ success in college or the workplace?
• Do students who earn college credit in high school more likely to go to college? Are they more likely to graduate from college on-time?
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State Support for LDS
• States with Significant LDS Legislation California Maine Illinois Arizona (pending) Maryland (elements 5 and 6) New Mexico Colorado (element 5) Oklahoma Vermont Washington
04/21/23 12
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14
Arkansas – Triand*http://arkansased.org/tech_resources/triand.html
*chart from Aldine Independent School District in Texas; they also use Triand
10/21/200815
Month Day, Year
1) School Year 2008-2009
Abbeville 60
Calhoun Falls High School10
Smith, Fred Doe
123456
435667
W
6
5
M
10/10/1995Basic
Below Basic **Below Basic **
Basic9
18) G
rade
19) S
choo
l Yea
r (yy
-yy)
20) D
istr
ict
21) S
choo
l
22) E
nrol
led
Dat
e
23) W
ithdr
awn
Dat
e
24) O
vera
ge (*
* >=
2 ye
ars)
25) #
of D
isci
plin
e Ev
ents
(*
* 15
0, 1
51, 1
52, =
500-
743
code
s)
26) #
of D
ispo
sitio
n Ev
ents
(*
* >=
2 su
spen
sion
s of
SU
S, S
UPX
, EX
P)
27) D
aily
Abs
ence
s (*
* >8
)
28) P
erio
d Ab
senc
es (I
nfor
mati
onal
on
ly)
29) T
imes
Ret
aine
d (*
* >=
1)
30) M
ultip
le E
nrol
lmen
ts (*
* >=
3)
31) H
omel
ess
(**
if ye
s)
32) S
ingl
e Pa
rent
(**
if ye
s)
33) D
ispl
aced
Hom
emak
er (*
* if
yes)
34) 9
th G
rade
Mat
h (*
* <=
69)
35) 9
th G
rade
Eng
lish
(**
<=69
)
36) #
At R
isk
Indi
cato
rs
(**
para
met
ers
met
or e
xcee
ded)
37) A
t Ris
k St
uden
t Mod
el U
sed
10 08-09 Abbeville School District Calhoun Falls High School 8/20/08 2** 10** 3** 6 11 ** ** Y** N N 807-08 Department of Juvenile Justice Birchwood School 3/20/08 6/2/08 2** 11** 0 18** 25 ** ** N N N 7 Some model code(s)
07-08 Lexington One School District Lexington High School 8/19/07 3/15/08 1 12** 1 15** 4 ** N N N 59 06-07 Aiken School District Aiken High School 2/5/07 6/4/07 0 9 1 15** 4 ** N N N 72 62** 5
06-07 Abbeville School District Abbeville High School 8/21/06 1/20/07 -1 14 1 15** 4 N N N 82 72 38
Totals 2** 56** 6** 69** 48** 1** 5** Y** N N 72 62** 11 Some model code(s)
38) 39) 40) 41) 42) 43) 44) 45) 46) 47) 48) 49) 50) 51)
Student Report
13) 3rd Grade PACT ELA (** below basic)
12) Birthdate
Potential Performance Report (PPR)
9) Race/Ethnicity Indicator
10) Race
6) StateID
7) SASI Perm#
8) Ethnicity
11) Gender
14) 3rd Grade PACT Math (** below basic)15) 6th Grade PACT ELA (** below basic)16) 6th Grade PACT Math (** below basic)17) Credits Earned ( <5 for 9th, <11 for 10th, <17 for 11th grades)
2) District
3) School
4) Grade
5) Student
Potential Performance Report
The report includes a student header…
...and individual records by grade and school
A PPR will be produced for every student in 8th-12th grade
04/21/23 16
Kansas Education Data Users Consortium
Established State Research Agenda Developed via Needs Assessment Survey & Researcher Interest
Survey
• Teacher quality Identifying teacher characteristics that are associated with better K-
12 student outcomes Identifying programs and practices for teacher preparation or teacher
professional development that increase teacher quality Determining how teacher quality should be measured
• Student outcomes and interventions Developing interventions to meet student needs Selecting from a continuum of research-based interventions to
respond to student needs Monitoring the effectiveness of selected interventions
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Professional Development RoadmapThe Oregon DATA Project
www.oregondataproject.org
04/21/23 18
• Gap analysis -- Creation of Professional Development Road Map
• Strand 1: Creating a Data Culture Administrators, district leaders, teacher leaders
• Strand 2: Using Data to improve learning in districts and schools Administrators, district leaders, teacher leaders
• Strand 3: Using Data to improve learning in the classroom Principals, classroom teachers
