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Author: Joseph Jones
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
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Book Description
Federal education policy in recent years has encouraged state and local education agencies to embrace data use and analysis in decision-making, ranging from policy development and implementation to performance evaluation. The capacity of these agencies to make effective and methodologically sound use of collected data for these purposes remains an outstanding question. As hundreds of millions of dollars are distributed from the federal Department of Education to states developing longitudinal data systems, education leaders approach data use with widely divergent levels of skill and understanding. This paper reviews four guiding principles for education stakeholders as they attempt to use data as a basis for making decisions. These principles draw heavily from experiences and observations of CNA field analysts, who are embedded in state departments of education to provide ongoing technical assistance. The paper's focus is on experiences of field analysts in Tennessee, a state currently implementing a nearly $502 million federal Race to the Top grant-a grant largely won based on the commitment to data use represented by its long-standing value-added assessment system (TVAAS). As in states across the country, Tennessee now confronts a series of challenges in developing data use skills across the state education agency (SEA), local leaders, principals, and teachers, especially as significant portions of principal and teacher evaluation are now tied to student value-added data. The increasing importance of understanding and acting on educational data make clear the need for common guiding principles in their use. The principles include the following: (1) Establish common definitions and understandings of terms; (2) Anticipate potential unintended consequences of data definitions and priorities; (3) Ensure that data definitions are applied uniformly to appropriately homogeneous target populations and disparately to populations that are appropriately heterogeneous; and (4) Disaggregate data in order to reveal the most complete and accurate picture. Based on CNA's work in the state, they present these principles in the use of data for state-level decision-making. In so doing, they intend to inform a conversation about the appropriate role of student and teacher performance data in policy decisions and to prompt deeper research into how state leaders collect, analyze, and act on those sets of data. [This paper was funded by the Independent Research Council at CNA.].
Author: Joseph Jones
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
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Book Description
Federal education policy in recent years has encouraged state and local education agencies to embrace data use and analysis in decision-making, ranging from policy development and implementation to performance evaluation. The capacity of these agencies to make effective and methodologically sound use of collected data for these purposes remains an outstanding question. As hundreds of millions of dollars are distributed from the federal Department of Education to states developing longitudinal data systems, education leaders approach data use with widely divergent levels of skill and understanding. This paper reviews four guiding principles for education stakeholders as they attempt to use data as a basis for making decisions. These principles draw heavily from experiences and observations of CNA field analysts, who are embedded in state departments of education to provide ongoing technical assistance. The paper's focus is on experiences of field analysts in Tennessee, a state currently implementing a nearly $502 million federal Race to the Top grant-a grant largely won based on the commitment to data use represented by its long-standing value-added assessment system (TVAAS). As in states across the country, Tennessee now confronts a series of challenges in developing data use skills across the state education agency (SEA), local leaders, principals, and teachers, especially as significant portions of principal and teacher evaluation are now tied to student value-added data. The increasing importance of understanding and acting on educational data make clear the need for common guiding principles in their use. The principles include the following: (1) Establish common definitions and understandings of terms; (2) Anticipate potential unintended consequences of data definitions and priorities; (3) Ensure that data definitions are applied uniformly to appropriately homogeneous target populations and disparately to populations that are appropriately heterogeneous; and (4) Disaggregate data in order to reveal the most complete and accurate picture. Based on CNA's work in the state, they present these principles in the use of data for state-level decision-making. In so doing, they intend to inform a conversation about the appropriate role of student and teacher performance data in policy decisions and to prompt deeper research into how state leaders collect, analyze, and act on those sets of data. [This paper was funded by the Independent Research Council at CNA.].
Author: Dorothyjean Cratty
Publisher:
ISBN: 9781698152318
Category :
Languages : en
Pages : 178
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Book Description
Lots of pundits and researchers have ideas about how education data work should be done and who should do it. Many of their ideas are disseminated widely. This book covers the things those books do not: metadata, working with enterprise IT, data requests, politics, and why descriptive statistics can take you far.
Author: Ryan A. Estrellado
Publisher: Routledge
ISBN: 1000200906
Category : Education
Languages : en
Pages : 315
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Book Description
Data Science in Education Using R is the go-to reference for learning data science in the education field. The book answers questions like: What does a data scientist in education do? How do I get started learning R, the popular open-source statistical programming language? And what does a data analysis project in education look like? If you’re just getting started with R in an education job, this is the book you’ll want with you. This book gets you started with R by teaching the building blocks of programming that you’ll use many times in your career. The book takes a "learn by doing" approach and offers eight analysis walkthroughs that show you a data analysis from start to finish, complete with code for you to practice with. The book finishes with how to get involved in the data science community and how to integrate data science in your education job. This book will be an essential resource for education professionals and researchers looking to increase their data analysis skills as part of their professional and academic development.
Author: United States. Congress. House. Education and Labor
Publisher:
ISBN:
Category :
Languages : en
Pages : 306
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Author: United States. Congress. House. Committee on Education and Labor. General Subcommittee on Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 256
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Author: Robert D. Muller
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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Book Description
As a research and technical assistance organization, CNA Education would be the last to deny the importance of good data and the first to applaud efforts to improve the quality and scope of the data available. Solid data are critical to CNA's mission to further general understanding of the efficacy of specific education reform initiatives and to address the needs of their district-level and state-level customers and constituents for a clearer assessment of their own specific efforts and of the available options for improving their education outcomes. The three papers in this collection ("The State Data Analysis Gap: A Threat to Education Reform" by Arthur Sheekey and Michael Allen; "Getting State Education Data Right: What We Can Learn from Tennessee" by Kyle Southern and Joe Jones; and "The Equitable Distribution of Effective Teachers: Can States Meet the Research Challenges Required for Success?" by Michael Allen) make the strong case, however, that the availability of good data is not all that policymakers and educators need for their decisions. In addition, they need to understand the limitations of their data and how to use and interpret them appropriately. And they must ask--and answer to their satisfaction--a number of conceptual and technical questions that have implications for the validity, interpretation, and very meaning of the data they seek to use.
Author: Shane Safir
Publisher: Corwin
ISBN: 1071812661
Category : Education
Languages : en
Pages : 281
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Book Description
Radically reimagine our ways of being, learning, and doing Education can be transformed if we eradicate our fixation on big data like standardized test scores as the supreme measure of equity and learning. Instead of the focus being on "fixing" and "filling" academic gaps, we must envision and rebuild the system from the student up—with classrooms, schools and systems built around students’ brilliance, cultural wealth, and intellectual potential. Street data reminds us that what is measurable is not the same as what is valuable and that data can be humanizing, liberatory and healing. By breaking down street data fundamentals: what it is, how to gather it, and how it can complement other forms of data to guide a school or district’s equity journey, Safir and Dugan offer an actionable framework for school transformation. Written for educators and policymakers, this book · Offers fresh ideas and innovative tools to apply immediately · Provides an asset-based model to help educators look for what’s right in our students and communities instead of seeking what’s wrong · Explores a different application of data, from its capacity to help us diagnose root causes of inequity, to its potential to transform learning, and its power to reshape adult culture Now is the time to take an antiracist stance, interrogate our assumptions about knowledge, measurement, and what really matters when it comes to educating young people.
Author: Husein Abdul-Hamid
Publisher: World Bank Publications
ISBN: 1464810591
Category : Education
Languages : en
Pages : 140
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Book Description
From Compliance to Learning: A System for Harnessing the Power of Data in the State of Maryland builds on a 2015 World Bank report that assessed Education Management Information Systems (EMISs) in the state of Maryland. That report uncovered a successful system, and this one expands on lessons learned and ways to apply them in practice. The goal of this study is to distill Maryland’s good practices in education data systems and share them in a way that is useful to education stakeholders interested in harnessing the power of data to strengthen learning outcomes. This study also examines the history of education data collection and use in the United States with a focus on Maryland, including a review of federal and state legislation that has helped to shape Maryland’s education data policies and systems. In the digital age, information is power. When information is effectively harnessed and aligned with student learning, it carries the potential to radically transform the delivery of education, as well as the sector as a whole. Increasingly, education systems are moving away from using education data narrowly for compliance purposes; instead, they are embracing data as a tool to drive systemwide innovation, professionalization, and, most importantly, learning. Whether to prioritize and optimize data and information systems around student learning is no longer an option; it is imperative for education systems that aim to excel and achieve strong learning outcomes. Over the past several decades, fundamental shifts have occurred in the way that education data are collected, managed, and used. Today real-time learning data inform classroom instruction; predictive analytics identify at-risk youth before they drop out of school; and data from preschool to workforce are linked to help guide education reforms. These represent just a few of the innovative ways that schools and other stakeholders across the United States are harnessing data to improve education. The state’s success in establishing an enabling environment for education data systems and data utilization has built a strong foundation. Maryland effectively aligned a complex, statewide data system to deliver value. Prioritization of integration and alignment was key. The state then launched a longitudinal data system center that would drive an adaptive education system with insights that track students from pre-kindergarten to entry in the workforce. Data across the state are high quality and follow strict rules to preserve privacy and enhance security. Maryland’s utilization of data also offers valuable lessons. The statewide data system supports policy makers and decision makers in planning and management, as well as teachers, students, and families in instruction and learning. Consistent across Maryland’s structuring and use of data systems were a strong vision and a road map to execute that vision. Maryland’s journey offers many lessons, not only for countries with advanced data systems but also for those in less developed stages. While the technology and information exist to achieve data for learning, harnessing data within the right information system and ensuring utilization are challenging endeavors. An array of factors must align—leadership, policies, processes, and resources, to name a few—to effectively harness data to support and drive strong learning outcomes.
Author: National Forum on Education Statistics (U.S.). National Education Statistics Agenda Committee
Publisher:
ISBN:
Category : Educational equalization
Languages : en
Pages : 52
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Book Description
"A Guide to Improving the National Education Data System" (1990) makes 36 recommendations for improving data collection in the areas of student/background characteristics, education resources, school processes, and student outcomes. This paper uses the framework of the "Guide" to review issues raised in "Education Counts," a recent examination of the nation's capacity to measure and monitor educational change, focusing specifically on data needed to address issues of educational equity with respect to student populations. The first section discusses current equity and at-risk policy issues and the data needed to address them. The second section looks more closely at the data currently available to address these items. The third section examines limitations in current data collections for addressing equity issues, and a fourth section provides specific recommendations for ways to improve the national data system to address equity issues. Recommendations center on the creation of student-based record systems, the linkage of elementary and secondary systems, the development of new measures and indicators, and the reporting of data according to student characteristics. (Contains 10 figures, 2 appendixes, and 60 references.) (SLD)
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
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Book Description
