There are nearly 1 million credentials in the United States that students and workers can take advantage of, but how information about these credentials is collected and communicated is oftentimes inconsistent and hard to access. In February, we invited a group of postsecondary and workforce development experts to consider how policymakers can…

Schools are increasingly turning towards restorative practices as a pathway to building schools with stronger relationships, justice, and equity. While effectiveness studies are increasing, too little attention is focused on evaluating implementation. This resources is for audiences who evaluate implementation of whole school restorative practices…

This paper examines recent political debates surrounding data disaggregation in education policy in one US state, and analyses the discourses taken up by supporters and opponents of these policies. Analysis suggests how discourses move across time and space, and focuses on how these discourses are contextualized and entextualized in social media,…

In 2015, the Minnesota Legislature enacted legislation setting a target that 70 percent of Minnesota adults age 25 to 44 will have attained a postsecondary certificate or degree by 2025, both for the general population and by racial/ethnic subgroups. This report fulfills the mandated reporting pursuant to Minnesota's educational attainment goal,…

The Early Learning Challenge (ELC) program awarded more than $1 billion in four-year grants to 20 States to implement comprehensive and cohesive high-quality early learning systems that support young children with high needs and their families. A key lever in making these improvements was the enhancement of States' Quality Rating and Improvement…

This project assesses the feasibility of creating a voluntary, nationwide data dictionary that can be used to standardize the reporting of postsecondary accountability reporting requirements for the Carl D. Perkins Career and Technical Education Act of 2006 (otherwise known as Perkins IV). Variables, field codes, and programming instructions,…

Debates over the use of college rankings are often framed in binaries: ardent advocates versus outright rejectionists, rankers versus rankees. But the American higher education landscape is complex, and so too should be discussions of rankings. Moreover, the policymaking process is simultaneously intricate and predictable--information is processed…

Educational improvement through data-based decision-making using high-quality data is a longstanding goal of policymakers and practitioners, and ensuring the quality of the evidence available to inform such decisions is a key part of the No Child Left Behind Act of 2001. The evidence-based education that such initiatives promote involves the…

Describes school-level K-12 revenue and expenditure data collection in California, Texas, Florida, and Minnesota. Neither California nor Minnesota collects school-site fiscal data. Florida's highly advanced district and school-level data collection system has inconsistently reported standardized test scores. Texas has developed a good database to…

Describes the Minnesota Tech Prep Consortia Evaluation System, which collects outcomes data on enrollment, retention, related job placement, higher education, dropouts, and diplomas/degrees awarded. Explains outcome measures, database development, data collection and analysis methods, and remaining challenges. (SK)

Asserts the importance of each school business official's responsibility to accurately report the school's financial situation to the state legislature. Uses Minnesota's 33 area vocational technical institutes to illustrate the application of statewide uniform financial accounting and reporting standards to Minnesota public school districts. (JBM)