Using Data Systems to Drive School Improvement NCES Summer Data Conference John Q. Easton July 29,...

Using Data Systems to Drive School Improvement

NCES Summer Data Conference

John Q. EastonJuly 29, 2009

Looking ahead at IES• Researchers work in partnership with

practitioners and policy makers• Study schools and districts as complex

organisms – learn more about how they improve

• Support local research, evaluation, and data analysis

Three examples from my experience in Chicago

On-Track: The indicator that changed the freshman year in Chicago and in other districts

• Long time belief that freshman year was “make-or-break” experience for many students

• Documented over time as evidence accumulated

Being “on-track” in the ninth grade indicates who will graduate

Source: Consortium on Chicago School Research


On-track more predictive than incoming scores

Freshman year grades & failures can precisely identify students’ risk of not graduating


Each week of absence in ninth grade is associated with a dramatically reduced likelihood of graduating


From an indicator to school-based “on-track labs”

• Added to accountability system• 2-page handouts mailed to incoming freshman• System-wide warning lists created• On-track labs created at six High Schools with

staff hired to track data, intervene with struggling students, and track progress

Path to 20: How to get more students achieving this goal• School districts sets goal to increase number of

students who reach 20 on the ACT

About one-quarter of CPS juniors score 20 or above on the ACT


CPS students see much smaller improvements from PLAN to ACT than students nationally


Students who earn high grades and attend strong schools see the biggest gains


How did this data analysis change policy and school practice?

• School leaders in Chicago and downstate start pushing more schools to “exceeds”

• State joins America Diploma Project• State re-thinking standards and tests

District Goal: Increase college enrollment and college graduation

.56 * .50 * .68 .45* =Graduated from CPS high school

Enrolled in collegeEnrolled in four year collegeGraduated from four year college (statistic from earlier cohort)

CPS Class of 2007

= 8.6% (estimate)

Low Hanging Fruit?

• Increase High School Graduation Rates– Improve attendance and reduce failures

• Increase 4-Year College Enrollment Rates– Improve academic qualifications and support for

college application process (FAFSA etc.)

• Increase 4-Year College Graduation Rates– Improve match/fit between students and colleges

How did Chicago Public Schools respond to research findings?• Postsecondary Office collaborated in research

efforts• New FAFSA tracking system created; CEO sends

school-by-school progress reports• Encouraging students to apply to more

competitive colleges

This kind of work is happening in states and local school districts all over the country

• Western Heights, Oklahoma• Oregon• Minnesota• Denver, Colorado

Data and data analysis are powerful tools for improving schools

• Identify problems• Suggest solutions• Monitor progress• Underpin in-depth research

References

• The On-Track Indicator as a Predictor of High School Graduation (2005) Consortium on Chicago School Research.

• What Matters for Staying On-Track and Graduating from Chicago Public Schools (2007) Consortium on Chicago School Research.

• From High School to the Future: The Pathway to 20 (2008)Consortium on Chicago School Research.

• From High School to the Future: A First Look at Chicago Public School Graduates' College Enrollment, College Preparation, and Graduation from Four-Year Colleges (2006) Consortium on Chicago School Research.

Using Data Systems to Drive School Improvement NCES Summer Data Conference John Q. Easton July 29,...

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