Leveraging Race to the Top to Maximize the Use of Data To Ensure College & Career Readiness Aimee R. Guidera Achieve ADP September 10, 2009

DQC Progress:

9/11/20153 College & Career Readiness—a Priority

Phase II of the DQC: Changing the culture around data use and maximizing states’ investments in longitudinal data systems. 9/11/2015

Data Opportunitiesin ARRA $250 Million for State Longitudinal Data Systems  Competitive Grant managed by Institute of Education Sciences  Help states implement and use state longitudinal data systems (based on DQC ten elements, but also postsecondary and workforce data)  Since states have applied for these grants in 3 rounds of funding; 27 states have received in first 2; 3 rd round just awarded to 27 states  Application due November 19th 9/11/2015 5

Data Opportunities in ARRA $53.6 Billion in Stabilization Funds  $48.6B to assist education budgets (formula) To tap into these funds, states must meet 4 Assurances: 1.Qualified and effective teachers for all students 2.Higher standards and rigorous aligned assessments 3.Supports and interventions for struggling schools 4.IMPROVED COLLECTION & USE OF LONGITUDINAL DATA  $4.35B State Incentive Grants—Race to the Top Distributed by Secretary by competitive grant to help states fully meet the assurances goals – released for comment July 24  $650M Local Innovation Funds – What Works Innovation Funds Distributed by the Secretary by competitive grants to help LEAS expand their work and serve as models for best practices 9/11/2015 6

Race to the Top: Selection Criteria States must address the State Reform Conditions Criteria (SRC) Criteria and Reform Plan (RP) Criteria for each of the four reform areas. The Secretary has identified 19 selection criteria - 14 selection criteria across the four reform areas and 5 overall criteria:  Standards and Assessments: 3 criteria (2 SRC and 1 RP)  Data Systems to Support Instruction: 3 criteria (1 SRC and 2 RP)  Great Teachers and Leaders: 5 criteria (1 SRC and 4 RP)  Turning Around Struggling Schools: 3 criteria (2 SRC and 1 RP)  Overall: 5 criteria (3 SRC and 2 RP)

Selection Criteria: Data Systems to Support Instruction State Reform Condition Criterion (B) (1) Fully implementing a statewide longitudinal data system. The evidence required includes a description of the extent to which a state’s data system includes the elements outlined in the America COMPETES Act. This criterion is aligned with DQC State Action 1 and the DQC’s 10 essential elements Reform Plan Criteria (B) (2) Accessing and Using Data. States are asked to detail a “high-quality” plan to “…ensure that data from the State’s statewide longitudinal data system are accessible to, and are used to inform and engage, as appropriate, different types of stakeholders. This criterion is aligned with DQC State Actions 5, 6, and 7. (B)(3) Using data to improve instruction. States must outline their plan to increase the use of data to provide stakeholders with information to improve instructional practices, decision-making, and overall effectiveness. States should also outline how they plan to make these data available and accessible to researchers for evaluative purposes, particularly “materials, strategies, and approaches for education different types of students.” This criterion is aligned with DQC State Actions 5, 6, 7, and 8.

Other Areas with Data Implications Reform Area 3: Great Teachers and Leaders Reform Plan Criteria (C)(2) to (C)(5) rely heavily on a strong data system that links teachers with student performance data (DQC element 5).  (C)(2) Differentiating teacher and principal effectiveness relies on the ability to measure student growth.  (C)(3)Equitable distribution of teachers  (C)(4)Reporting on effectiveness of teacher and principal preparation program will assess the extent to which a state is able to link student’s achievement data to the student’s teacher and principals which is then linked back to the educators credentialing program. This criterion is aligned with DQC State Action 9.  (C)(5)Providing effective support to teachers and principals: states should detail in their plan a way “…to use rapid-time […] student data and guide the support provided to teachers and principals (e.g., professional development, time for common planning and collaboration) provided to teachers and principals…” This criterion is aligned with DQC State Action 9.

9/11/

Q: Why Link Data Across Sectors? A: To Answer Critical Policy Questions! How many of our state’s high school graduates need remediation in college? What is the college going rate for our high school graduates? College completion? What percentage of our college graduates continue to live and work in our state? To what degree do our state financial aid programs improve college access? How much do our high school and college graduates earn in the workforce over time? What about the drop-outs? How many of our high school and college students are employed while they are in school and what kind of impact does it have on their academic success? Which industries employ the majority of our state’s high school and college graduates? Which of our teacher education programs produce alumni whose pupils perform at a higher level on assessments? To what degree does participation in early childhood programs increase kindergarten readiness? Are these gains sustained through third grade? What high school performance indicators (e.g., enrollment in rigorous courses or performance on state tests) are the best predictors of students’ success in college or the workplace? Do students who earn college credit in high school more likely to go to college? Are they more likely to graduate from college on-time? 9/11/

State Support for LDS States with Significant LDS Legislation  California  Maine  Illinois  Arizona (pending)  Maryland (elements 5 and 6)  New Mexico  Colorado (element 5)  Oklahoma  Vermont  Washington 9/11/

9/11/

14 Arkansas – Triand * *chart from Aldine Independent School District in Texas; they also use Triand

10/21/ Potential Performance Report The report includes a student header…...and individual records by grade and school A PPR will be produced for every student in 8 th -12 th grade

9/11/

Kansas Education Data Users Consortium Established State Research Agenda  Developed via Needs Assessment Survey & Researcher Interest Survey Teacher quality  Identifying teacher characteristics that are associated with better K-12 student outcomes  Identifying programs and practices for teacher preparation or teacher professional development that increase teacher quality  Determining how teacher quality should be measured Student outcomes and interventions  Developing interventions to meet student needs  Selecting from a continuum of research-based interventions to respond to student needs  Monitoring the effectiveness of selected interventions 9/11/

Professional Development Roadmap The Oregon DATA Project 9/11/ Gap analysis -- Creation of Professional Development Road Map Strand 1: Creating a Data Culture  Administrators, district leaders, teacher leaders Strand 2: Using Data to improve learning in districts and schools  Administrators, district leaders, teacher leaders Strand 3: Using Data to improve learning in the classroom  Principals, classroom teachers

9/11/ Contact Information Aimee R. Guidera