Turning information into action

Turning Information into Action

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NJ SMART Vision Statement

To provide the data, quality, and capacity needed to build and support a culture of systemic and sustained data use at the state, district, school, and classroom levels that will ultimately lead to academic success for all of our students.

- NJ Department of Education

Data Cultur

ePolicies,

Programs, Practice

Data QualityCollections

, Validation,

Support

Data Capacity

Reporting Tools,

Knowledge, Skills

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School Performance Reports• Identify school strengths and weaknesses on key performance

indicators so local stakeholders can set goals for improvement

• Ask four questions for each performance measure1. How did my school do on a particular measure? Trend?2. How does that compare to schools that educate students like

mine?3. How does that compare to all schools across the state?4. Did I meet the statewide target for that measure?

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Advances• Schools as the ‘units of change.’• Establishment of peer groups for benchmarking.• Use of metrics indicative of college and career readiness – i.e.,

Chronic Absenteeism.• Unprecedented use of student-level data – i.e., grad and

dropout rates, unique headcount in AP/IB testing and course taking.

• Use of multiple metrics – beyond statewide assessments – to develop fuller picture of school performance.

• By drawing out conclusions and comparisons, the reports engage community stakeholders and school boards in new ways.

• Continues organizational shift from being an agency that collects data for compliance to an agency that uses data well.

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Feedback to 2012 Performance Reports• What we heard from 2012 release:

• Include more data! Such as ACT, IB and course taking in Visual and Performing Arts

• Uncertainty about Algebra I in the middle school under Common Core

• Breakout postsecondary enrollment by institution type• Include dual enrollment• HSPA is flat at the top

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Revision process• Catalogued feedback• Engaged with groups of stakeholders, such as the County

Vocational and Technical Schools• Reconvened Performance Report Workgroup (NJASA, NJPSA,

NJPTA, NJSBA, NJEA)• Sought expertise from particular stakeholders

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Changes to 2013 Performance Reports

• Acquire new third-party data at a student-level: ACT and IB• Use NJSMART course collection to characterize participation in

Visual and Performing Arts• Align Algebra I indicator to implementation of Common Core• Present postsecondary enrollment by 2- and 4-year• Refine dual enrollment indicators in NJSMART for 13-14• Continue to communicate weakness of HSPA as a measure of

student readiness for college and career

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ACT Participation

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International Baccalaureate

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Participation in the Arts

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Numerator: Unique headcount in each areaDenominator: 9th – 12th grade enrollment

Algebra I Course Taking

• 2012:• Denominator included the school’s enrollment in

BOTH 7th and 8th grade

• 2013:• Denominator includes the school’s enrollment in 8th

grade ONLY

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Postsecondary Enrollment

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