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Tapping into the Power of Longitudinal Data: A Guide for School Leaders

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Bibliographic Details
Title: Tapping into the Power of Longitudinal Data: A Guide for School Leaders
Language: English
Authors: Laird, Elizabeth, Data Quality Campaign, National Association of Secondary School Principals
Source: Data Quality Campaign. 2008.
Availability: Data Quality Campaign. 1250 H Street NW Suite 825, Washington, DC 20005. Tel: 202-393-4372; Fax: 202-393-3930; e-mail: info@dataqualitycampaign.org; Web site: http://www.dataqualitycampaign.org
Peer Reviewed: N
Page Count: 16
Publication Date: 2008
Intended Audience: Administrators
Document Type: Guides - Non-Classroom
Education Level: Elementary Secondary Education
Descriptors: Longitudinal Studies, Data, Information Systems, Information Utilization, Academic Achievement, Achievement Gains, State Standards, Academic Standards, Testing, Program Effectiveness, Intervention, Educational Indicators, Federal Programs, Federal Legislation, Educational Legislation
Laws, Policies and Program Identifiers: No Child Left Behind Act 2001
Abstract: The momentum behind building high-quality data systems to harvest better information about student, school and district performance has never been stronger. To meet the goal of improving student achievement, policymakers and educators need longitudinal data systems capable of providing timely, valid and relevant data. Although "collecting" better data is essential, knowing how to "analyze and apply this information" is just as important. With this knowledge and access to longitudinal data: (1) Teachers can tailor instruction to help each student improve; (2) Administrators can manage more effectively and efficiently; and (3) Policymakers can evaluate which policy initiatives show the best evidence of increasing student achievement. Although the immediate focus of the Data Quality Campaign (DQC) is to assist states in the development of quality longitudinal data systems, the campaign's ultimate goal is to improve student achievement by promoting effective data use. In this guide for school leaders, the author looks at ways teachers and principals can use longitudinal data to meet students' individual needs and improve performance. This is part of a series of guides that demonstrate the power of longitudinal data for specific audiences. To ensure relevance to teachers and principals, the DQC worked with the National Association of Secondary School Principals (NASSP) to identify the most pressing questions facing school leaders today. This guide for school leaders answers these questions with graphs and explanations based on simulated grades created from actual snapshot and longitudinal data from Texas, as well as an example from a "breakthrough" high school in New York. The DQC found a limited number of states that could answer questions based on longitudinal data -- a situation that underscores the need to continue investing in the development and use of these data systems, including providing professional development for educators on how to use longitudinal data. (Contains 10 footnotes and 6 figures.)
Abstractor: ERIC
EIS Cited: ED511638
Entry Date: 2014
Accession Number: ED544713
Database: ERIC
Description
Abstract:The momentum behind building high-quality data systems to harvest better information about student, school and district performance has never been stronger. To meet the goal of improving student achievement, policymakers and educators need longitudinal data systems capable of providing timely, valid and relevant data. Although "collecting" better data is essential, knowing how to "analyze and apply this information" is just as important. With this knowledge and access to longitudinal data: (1) Teachers can tailor instruction to help each student improve; (2) Administrators can manage more effectively and efficiently; and (3) Policymakers can evaluate which policy initiatives show the best evidence of increasing student achievement. Although the immediate focus of the Data Quality Campaign (DQC) is to assist states in the development of quality longitudinal data systems, the campaign's ultimate goal is to improve student achievement by promoting effective data use. In this guide for school leaders, the author looks at ways teachers and principals can use longitudinal data to meet students' individual needs and improve performance. This is part of a series of guides that demonstrate the power of longitudinal data for specific audiences. To ensure relevance to teachers and principals, the DQC worked with the National Association of Secondary School Principals (NASSP) to identify the most pressing questions facing school leaders today. This guide for school leaders answers these questions with graphs and explanations based on simulated grades created from actual snapshot and longitudinal data from Texas, as well as an example from a "breakthrough" high school in New York. The DQC found a limited number of states that could answer questions based on longitudinal data -- a situation that underscores the need to continue investing in the development and use of these data systems, including providing professional development for educators on how to use longitudinal data. (Contains 10 footnotes and 6 figures.)