Results of 2006 NCEA Survey of State Data Collection Issues Related to Longitudinal Analysis

In preparation of the launch of the Data Quality Campaign, the National Center for Educational Accountability (NCEA) conducted a survey, with the support of The Broad Foundation and The Bill & Melinda Gates Foundation, about state data systems to determine the number of states that have built the infrastructure to tap into the power of longitudinal data. This report provides an overview of the findings of the August 2006 survey in addition to a state-by-state analysis of the policy implications of each state's data system.

The Power of Longitudinal Data

Longitudinal data matches individual student records over time, from pre-kindergarten through 12th grade and into post secondary education. States are spending hundreds of millions of dollars to improve student achievement. But without quality data, they are essentially flying blind. Policymakers need to act now to put in place the policies and resources to ensure that each state has a longitudinal data system and the culture and capacity to translate the information into specific action steps to improve student achievement. When states collect the most relevant data and are able to match individual student records over time, they can answer the questions that are at the core of educational effectiveness. Longitudinal data (data gathered on the same student from year to year) makes it possible to:

• Determine the value-added of specific schools and programs by following individual students' academic growth;
• Identify consistently high-performing schools so that educators and the public can learn from best practices;
• Evaluate the impact of teacher preparation and training programs on student achievement; and
• Focus school systems on preparing a higher percentage of students to succeed in rigorous high school courses, college and challenging jobs.

Based on responses to the 2006 NCEA survey, only a few states can answer each of these priority questions facing policymakers and educators today.

• Which schools produce the strongest academic growth for their students? (23 states can answer this question)
• Alaska, Colorado, Delaware, Kansas, Kentucky, Louisiana, Massachusetts, Minnesota, Nebraska, Nevada, New Mexico, New York, North Dakota, Ohio, Rhode Island, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin_
• What achievement levels in middle school indicate that a student is on track to succeed in rigorous courses in high school? (5 states can answer this question)
• Arkansas, Florida, Georgia, Texas, Utah_
• What is each school's graduation rate, according to the 2005 National Governors Association graduation compact? (26 states can answer this question)
• Alabama, Alaska, Arizona, Arkansas, Colorado, Delaware, Florida, Iowa, Kansas, Louisiana, Massachusetts, Minnesota, Nevada, New Hampshire, New Mexico, North Dakota, Ohio, Oregon, South Dakota, Texas, Utah, Virginia, Washington, West Virginia, Wisconsin, Wyoming_
• What high school performance indicators (e.g., enrollment in rigorous courses or performance on state tests) are the best predictors of students' success in college or the workplace? (4 states can answer this question)
• Arkansas, Florida, Georgia, Texas_
• What percentage of high school graduates who go on to college take remedial courses? (14 states can answer this question)
• Alabama, Alaska, Arkansas, Florida, Georgia, Hawaii, Louisiana, Massachusetts, North Dakota, Oregon, Texas, Vermont, Washington, Wyoming_
• Which teacher preparation programs produce the graduates whose students have the strongest academic growth? (9 states can answer this question)_Delaware, Kentucky, Louisiana, New Mexico, Ohio, Rhode Island, Tennessee, Utah, West Virginia_


For the complete report go to:
http://www.dataqualitycampaign.org/survey_results/

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