California collects expansive sets of data about students in its public K-12 and higher education systems--data that, collectively, have great potential to meet the information needs of state policymakers, local educators, and other stakeholders. But the data are collected and maintained in systems that are not connected, were designed for…

In the first of this four-part series of policy briefs on student data in California, we noted a disconnect in the views of state policy staff and local educators on the need for a statewide longitudinal student data system (see "About This Series"). The local educators we interviewed expressed a readiness to participate in a state data…

Educational policies require the use of data and progress monitoring frameworks to guide instruction and intervention in schools. As a result, different problem-solving models such as multitiered systems of supports (MTSS) have emerged that use these frameworks to improve student outcomes. However, problem-focused models emphasize negative…

Policymakers are moving to outcomes-based funding in an effort to inspire public higher education institutions to drive the transformative change required to expand access, increase graduation rates and contain costs. For outcomes-based funding to have a significant effect on student outcomes, system and institutional leaders must successfully…

This report reviews the collection, availability and quality of system-level data and metadata on education from countries participating in the PISA for Development project: Cambodia, Ecuador, Guatemala, Paraguay, Senegal and Zambia. PISA for Development aims to increase low income countries' use of PISA assessments for monitoring progress towards…

Public schools in the United States operate under state accountability systems that vary by state and are meant to measure individual school performance against criteria determined by state policymakers. The purpose of these systems is to hold each school accountable for increasing student performance. However, it has become clear that a single…

As educators are increasingly called on to use data to inform improvement initiatives (and are being held accountable for doing so), there is a corresponding need for program leaders to monitor progress. Program monitoring--the systematic and continual observation and recording of key program aspects--can provide leaders with realistic assessments…

In this paper we report on the use of a purpose built Computer Support Collaborative learning environment designed to support lab-based CAD teaching through the monitoring of student participation and identified predictors of success. This was carried out by analysing data from the interactive learning system and correlating student behaviour with…

Science, technology, engineering and mathematics (STEM) professionals generate a stream of scientific discoveries and technological innovations that fuel job creation and national economic growth. Ensuring a robust supply of these professionals is critical for sustaining growth and creating jobs growth at a time of intense global competition.…

Federal policymakers have interest in three specific areas of postsecondary career and technical education (CTE): associate degrees and certificates awarded in CTE, skills and training obtained through noncredit courses, and industry-recognized certifications. Research and data are readily available on students earning degrees and certificates in…

As state policymakers strive to ensure that every student is taught by an effective teacher and is ready for college and 21st-century careers, they must also make drastic budget cuts. States cannot do more with less without collecting and using quality data to determine which programs and policies increase student achievement and the state's…