# Presentation: 670350

## Using State Data to Achieve Performance Goals

- REGIONAL HIGH SCHOOL SUMMITS
- MPR Associates, Inc.
- www.mprinc.com
- March-May 2004

**Archived Information**

## Albert Einstein said...

**Not everything that counts can be counted and not everything that can be counted counts.**

## Using Data to Improve Schools

**Making better use of data on key aspects of high school performance and instructional practices**** **

## Effective Performance Measurement Systems

**Define valid and reliable measures of student performance**
**Use appropriate analytic methods**
**Promote school improvement**

## Essential Elements of NCLB

**Adequate Yearly Progress**
** ****Assess state, district and school  **** achievement over time**
** ****Identify schools in need of **** improvement **
**High School Performance Measures **
** ****Student achievement**
** ****Graduation rates**

## Essential Elements of NCLB

**State Accountability System**
** ****Single system**
** ****Statistically valid and reliable**
**Populations**
** ****All Students**
** ****Subgroups of students**

## Defining Terminology

## Making Sense of Data

**In 2000, the high school graduation rate was 86.5% **

**How defined? **
**Based on what data?**
**How measured?**
**What does this mean for school improvement?**

## Measurement Criteria

**Statistically valid systems**
** ****Single measurement approach **
** ****Accurate over time**
** ****Reliable data**
**Measure Construction**
** ****Fair**
** ****Useful**

## Some Critical Performance Measures

**Student achievement**
**High school graduation rates**
**Postsecondary transition rate**
**Completion of a rigorous curriculum or program of study**
**Attendance and truancy**

## Analytic Considerations

## Unpacking the Data

**Aggregate statistics can conceal useful information.**
**	****Making the most of your data requires:**
** ****Identifying issues of concern **
** ****Disaggregating variables **
** ****Controlling for factors affecting outcomes **

## Example: NCLB Graduation Rate

_**State and District Graduation Rate**__**	**__**	**_
_**	**__**	**__**State**__**	**__**	**__**District**__**	**_
**Grad. Rate****	****86 %****	****	****84 %**

**Race-ethnicity**
**	****White****	**** 89****	****	**** 90**
**	****Black****	**** 84****	****	**** 78**
**	****Hispanic****	**** 78****	****	**** 68**
_**	**__**	**__**	**__**	**__**	**__**	**_**	****	****	****	****	****	****	****	**

## Example: NCLB Graduation Rate(continued)

_**State and District Graduation Rate**__**	**__**	**__**	**_
**	****	****	****	****Urban**
_**	**__**	**__**State**__**	**__**District**__**	**__**Districts**_
**Grad. Rate****	****86 %****	****84 %****	****82 %**
**Race-ethnicity**
**	****White****	****89****	****90****	****86**
**	****Black****	****84****	****78****	****78**
**	****Hispanic****	****78****	****68****	****62**
_**	**__**	**__**	**__**	**__**	**__**	**_

## Example: NCLB Graduation Rate(continued)

_**District and School Graduation Rates**__**	**__**	**__**	**_
_**	**__**	**__**District**__**	**__**School A**__**	**__**School B**_
**Grad. Rate****	****84 %****	****92 %****	****78 %**
**Race-ethnicity**
**	****White****	****90****	****93****	****80**
**	****Black****	****78****	****94****	****74**
**	****Hispanic****	****68****	****NA****	****68**
_**	**__**	**__**	**__**	**__**	**__**	**_

## A General Model for Examining Student Outcomes

- Good Evaluation Focuses on more
- than Student Outcomes:
- Data on School Practices and
- Inputs are Also Essential

## Essential Control Variables

**School Practices**
** ****Curricular offerings and rigor**
** ****Class scheduling**
** ****Professional development**
**School Inputs**
** ****Student demographics**
** ****Size and urbanicity**
** ****Teacher experience**

**Examples: **

## Additional Data Sources...

**Student Transcripts**
** ****Attendance**
** ****Subject area grades**
** ****Curricular rigor**
** ****Mobility & retention**

**...****can provide a broader picture of student performance**
**Examples: **

## Using Results to Promote Improvement

## Improving Usability

**User-tested reporting**
**Dedicated time for reflection and strategic planning**
**Building analytic capacity among teachers and administrators**
**Periodic feedback for overall design of state and local data systems**

## Conclusion

## Strengthening Data-Driven School Improvement

**Priorities for clear and more consistent definitions of key variables**
**Unique student identifiers that protect privacy but enable tracking over time**
**Interagency cooperation to promote merging of data files**

## Effective Performance Measurement Systems

**Track: ****	****Produce valid and  reliable ****	****data on school and student ****	****outcomes**
**Analyze: ****	****Provide policy relevant ****	****	****information across a range of ****	****variables**
**Improve: ****	****Assist policymakers and ****	****	****educators in making better ****	****decisions**