State Longitudinal Data Systems: Worth the Legislative Investment to Connect Workforce and Education
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| Title: | State Longitudinal Data Systems: Worth the Legislative Investment to Connect Workforce and Education |
|---|---|
| Authors: | Anne Wicks, Amanda Wirtz, George W. Bush Presidential Center, George W. Bush Institute |
| Source: | George W. Bush Institute. 2024. |
| Availability: | George W. Bush Institute. 2943 SMU Boulevard, Dallas, TX 75205. Tel: 214-200-4300; e-mail: educationreform@bushcenter.org; Web site: https://www.bushcenter.org/topics/education |
| Peer Reviewed: | N |
| Page Count: | 6 |
| Publication Date: | 2024 |
| Intended Audience: | Policymakers |
| Document Type: | Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| Descriptors: | State Legislation, Data Analysis, Learning Analytics, Information Systems, Labor Force, Higher Education, Kindergarten, Elementary Secondary Education, Early Childhood Education, Decision Making, Access to Education, Equal Education, Educational Policy, Governance, Education Work Relationship, Data Use, Access to Information, Information Policy, Information Utilization, Usability, Longitudinal Studies, Statistical Data, State Policy |
| Abstract: | Determining whether a state's young people are on track for a life of opportunity is a difficult task for governors and state leaders. States can be both awash in data and unable to easily access and use that data to inform policy. State longitudinal data systems that meaningfully connect workforce, higher education, K-12, and early childhood outcome data from multiple state agencies over time are foundational to strong decision-making by state leaders. State leaders are charged with determining how to advance educational and workforce opportunities, particularly for historically underserved populations, including rural students, students living in poverty, English-language learners, and students of color. Policymakers need reliable, relevant, and transparent data from PK-12 to the workforce to inform decisions and allocate resources. Researchers need access to data to assess current conditions and to identify possible solutions. Finally, the public -- including parents -- needs easily accessible, user-friendly information about readiness and opportunity for young people in the state. Well-governed and well-structured state longitudinal data systems can help. Today, most states have disparate data systems that are functionally siloed off by education level, like early childhood or K-12 or higher education. Meaningfully connected and well-governed data systems make it easier to see the relationships between metrics like early-grade reading scores, high school graduation, and wage data. Disaggregated outcome data about the youngest learners up to young adults provide invaluable insights to policymakers, researchers, and parents. This report examines how state leaders should prioritize state longitudinal data systems in legislation and policymaking. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | ED643797 |
| Database: | ERIC |
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