State Strategies for Developing and Using a Statewide Longitudinal Data System. Case Summaries
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| Title: | State Strategies for Developing and Using a Statewide Longitudinal Data System. Case Summaries |
|---|---|
| Language: | English |
| Authors: | Jennifer Thomsen, Education Commission of the States (ECS) |
| Source: | Education Commission of the States. 2025. |
| Availability: | Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org |
| Peer Reviewed: | N |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Bill and Melinda Gates Foundation |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Data Use, Databases, Education Work Relationship, Database Management Systems, Information Management, Employment Opportunities, State Departments of Education, Decision Making, Educational Policy, High School Graduates, Graduation Rate, College Enrollment, Postsecondary Education, Educational Attainment |
| Geographic Terms: | Colorado, District of Columbia, Washington |
| Abstract: | The following case studies explore how emerging and established Statewide Longitudinal Data Systems have used the Education-to-Workforce Indicator Framework (E-W Framework) to support their data system efforts. Developed by Mathematica in partnership with the Gates Foundation, the framework offers guidance on how states can use data to "promote equitable outcomes and economic security for all." It identifies the data system connections that can support students moving through education systems -- early learning through postsecondary -- and into the workforce. The framework includes: (1) A set of essential questions for education-to-workforce data systems to answer; (2) Indicators associated with economic mobility and security; (3) Disaggregates systems can use to break down data; (4) Evidence-based practices to move the needle on key outcomes and system conditions; and (5) Data equity principles for encouraging more ethical and effective data use. Education Commission of the States interviewed state leaders in Colorado, the District of Columbia and Washington state to learn about how they have used the framework to guide their efforts in collecting and using data to support learners. They offer concrete examples and considerations for leaders in other states as they embark on this work. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED677507 |
| Database: | ERIC |
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