Progress on Data Systems Assessed

On December 1, the National Data Quality Campaign (DQC) hosted a webinar describing states’ progress toward implementing and using strong data systems to assess students’ educational performance (see the slides or watch the video).  Each year for the past seven years,  DQC has released an annual report that provides state-by-state updates on progress toward the 10 Essential Elements of Statewide Longitudinal Data Systems and 10 State Actions to Ensure Effective Data Use that DQC has identified as essential to building strong data and useful data systems. Overall, DQC reports some progress, but it is inconsistent across states.

What about Massachusetts? There is both good and not-so-good news.  Massachusetts has long prided itself on the quality of its longitudinal data systems, and indeed, Massachusetts has all 10 of the 10 elements deemed necessary.  On the other hand, the Commonwealth has made demonstrable progress on only five of the 10 state actions.  There remains important work to do so that we can take better advantage of the data elements the state has worked so hard to put into place. Specifically: 

Actions Met [ √ ] and Not Met [ X ]

X 1: Link data systems: Massachusetts has yet to link state K-12 data systems with early learning, postsecondary education, workforce, social services and other critical agencies

√ 2:  Create stable, sustained support

√ 3:  Develop governance structures

√ 4:  Build state data repositories

X 5:  Implement systems to provide timely access to information: Massachusetts has yet to implement systems to provide all stakeholders with timely access to the information they need while protecting student privacy

X  6:  Create progress reports using individual student data to improve student performance: Massachusetts has yet to create progress reports with individual student data that provide information educators, parents and students can use to improve student performance

√ 7:  Create reports using longitudinal statistics to guide systemwide improvement efforts

√ 8:  Develop a P-20/workforce research agenda

X 9:   Promote educator professional development and credentialing: Massachusetts has yet to implement policies and promote practices, including professional development and credentialing, to ensure educators know how to access, analyze and use data appropriately

X 10: Promote strategies to raise awareness of available data: Massachusetts has yet to promote strategies to raise awareness of available data and ensure that all key stakeholders, including state policymakers, know how to access, analyze and use the information

Race to the Top and other longitudinal data grants the state has received give Massachusetts the opportunity to address the needs identified by the Data Quality Campaign.  MBAE will be paying close attention to the Commonwealth’s progress in these areas.