Early Warning Indicator Development for DC Public Schools: Lessons for Establishing a Foundation for Data Use in Schools Becky Smerdon Council of Great.

Early Warning Indicator Development for DC Public Schools:Lessons for Establishing a Foundation for Data Use in Schools

Becky SmerdonCouncil of Great City Schools

October 21, 2010

Background: Types of Indicators

INDICATORS DESCRIPTION

ON-TRACK FOR HIGH SCHOOL

ON-TRACK FOR HIGH SCHOOL GRADUATION

ON-TRACK FOR COLLEGE

Academic characteristics of students in grades 6-8 that predict successful transition into high school

Academic and behavioral characteristics of students in grades 9-12 that predict high school graduation

Academic and behavioral characteristics of students in grades 9-12 that predict high school graduation and meeting minimum requirements for college admission

Early Warning Indicator

DCPS Context

• Desire for Early Warning Indicator, need for it

BUT• Data system was a work-in-progress– Absenteeism underreported– Transcript data highly suspicious– About ¼ of students had three years of data

Change of Direction: How are Data Collected and Used?

• Schools do a better job of collecting data when there are clear guidelines for collection and quality control and someone, with the skills and time, is responsible for collection and reporting

• Teachers are more likely to use data that they perceive will help them teach to their students

• Using data for decisionmaking is a learned skill

Recommendations to ensure that valid, reliable information is being collected

• Establish common, standardized definitions and coding procedures across the school district for collected data;

• Establish a set of validation rules that are applied to submitted data prior to formally accepting the data;

• Perform statistical checks on data submitted by schools;• Establish a system for investigating the accuracy of data flagged by the statistical

checks;• Create standards for the percent of departing students that schools must be

able to locate;• Conduct on-site data quality checks at a number of schools each quarter;• Determine and provide supports needed for schools to ensure the collection

and submission of accurate and complete information (staff, computers, training, etc);

• Impose consequences on schools that do a poor job of collecting and submitting accurate and complete information.

Adapted from the Data Quality Campaign’s Survey Elements: http://www.dataqualitycampaign.org/survey/elements

National High School Center ToolUsing an Early Warning Indicator Tool

7-Step Implementation Guide

For more information, www.betterhighschools.org