1. WestEd.org DATA LITERACY: WHY IT IS IMPORTANT AND WHY IT IS SO CHALLENGING TO ATTAIN Ellen B. Mandinach NASDTEC June 9, 2013

2. WestEd.org Problem Space Emphasis from policymakers for educators to use data No common definition of data literacy Professional development providers Teacher/Administrator preparation Confusion between data literacy and assessment literacy Lack of understanding of what it means to be data literate and use data effectively Lack of commitment to prepare educators to use data

3. WestEd.org Some Key Questions What does it mean to be data literate? To what extent are data literacy skills and knowledge role-based? What is the appropriate developmental continuum for introducing data literacy? What roles must key stakeholders play in affecting change and helping to improve educators’ capacity to use data?

4. WestEd.org A Systemic Issue: What are the Variables in the Equation to Leverage Change? State credentialing and licensure agencies State departments of education Schools of education Professional development providers Testing agencies Professional organizations

5. WestEd.org How Do We Build Educators’ Capacity to Use Data? Professional development and in-service training are not sufficient The need for schools of education to step up Do they have the internal capacity? Stand-alone courses versus integrated suites of courses? Who will teach it? How will it be delivered?

6. WestEd.org The Dell Study: Objective To understand how many and what kinds of courses and experiences are being offered in schools of education that help prepare educators to use data.

7. WestEd.org Components of the Study Survey to schools of education to understand the landscape and have hard data Review of syllabi to dig more deeply into the course requirements Selected case studies Review of licensure and certification requirements Dissemination and outreach to stakeholders

8. WestEd.org Initial Survey Findings Only 20% response rate – explanation Represents over 50,000 teacher candidates Nearly 60% IHE’s claim to have a course 95% claim to integrate data into existing courses Most often integrated into assessment courses Nearly 50% report they have plans for a course

9. WestEd.org Initial Survey Findings - continued 78% report their state has licensure requirements – lets discuss this 80% report that NCATE’s recommendations for data use are important and have impact on their programs

10. WestEd.org Licensure Scan Some states are steeped in data throughout their regulations Some states have nothing on data Some states only discuss assessment Some states require only citizenship and not being a pedophile For some states, we couldn’t even locate relevant documents – HELP!!!!

11. WestEd.org If You Represent….. We Need Your Help Missing in Action Arizona Georgia Pennsylvania South Dakota Texas Also – Idaho, Montana, Washington

12. WestEd.org Stars Virginia Ohio Alabama Florida Illinois Kansas New Hampshire New York Oregon South Carolina Utah

13. WestEd.org The Dell Project: What Happens Next? Objective – Using the findings from the survey, case studies and policy analysis to provide the impetus for schools of education to include data literacy in their curricula Identifying the levers of change Working with diverse stakeholders to focus and strengthen that change process

14. WestEd.org Some Final Thoughts We need evidence that data literacy can impact teaching, learning, and school improvement. We need to determine what is the best way to build educators’ capacity to use data? We need to identify what are the leverage points needed to affect change so schools of education take seriously the need to help build the capacity to use data.

15. WestEd.org Next Steps: Determining How Best to Build Data Literacy Capacity in Educators What is the difference between elephants mating and affecting change to establish the importance of data literacy?

16. WestEd.org Contact Information Ellen Mandinach WestEd emandin@wested.org 202-674-9300