Tags Search Results

Data

Use Drives Quality: Considering Data Quality Issues in California’s Pursuit of a Cradle-to-Career Data System

by Colleen Moore | Jan 2020 | College and Career Readiness and Success, Data, Reports and Briefs, State and System Policy

These briefs address important data quality considerations as California takes steps toward building a longitudinal student data system to support efforts to improve student progress and outcomes from preschool through higher education and into the workforce. It is an addendum to EdInsights’ four-part series examining California’s approach to student-level data, aimed at supporting the state’s Cradle-to-Career Data Workgroup and other stakeholders as they make critical decisions about the structure and function of this important resource for educators, researchers, and students and their families.

INFOGRAPHIC: California’s Existing Student Data Framework vs. a Centralized Data Warehouse Model

by Colleen Moore | Dec 2018 | College and Career Readiness and Success, Data, Reports and Briefs, State and System Policy

Infographics developed for the series California Education Policy, Student Data and the Quest to Improve Student Progress comparing the difference between a California’s existing student data framework and a centralized data warehouse model.

California Education Policy, Student Data, and the Quest to Improve Student Progress

by Colleen Moore | Dec 2018 | Career and Technical Education, Data, K-12 Reform, Postsecondary Reform, Reports and Briefs, State and System Policy

California Education Policy, Student Data and the Quest to Improve Student Progress examines California’s approach to gathering and sharing data on student progress through the public education system. The four reports in the series look into the perspectives of state and local leaders with regard to the responsibility for gathering and sharing statewide educational data across systems.

A Hunger for Information: California’s Options to Meet its Statewide Education Data Needs

by Colleen Moore and Kathy Reeves Bracco | Jun 2018 | College and Career Readiness and Success, Data, K-12 Reform, Postsecondary Reform, Reports and Briefs, State and System Policy

This brief is the final in a four-part series examining California’s approach to gathering and sharing longitudinal data about students’ progress through the state’s education systems.

Scaling Goodwill: The Challenges of Implementing Robust Education Data Sharing Through Regional Partnerships

by Colleen Moore and Kathy Reeves Bracco | Jan 2018 | Data, Postsecondary Reform, Regional Education Partnerships, Reports and Briefs, State and System Policy

This brief is the third in a four-part series examining California’s approach to gathering and sharing longitudinal data about students’ progress through the state’s education systems.

From Scatterplot to Roadmap: New Efforts to Improve Student Success in the California State University

by Collen Moore, Cynthia Schrager and Kathy Reeves Bracco | Aug 2017 | Postsecondary Reform, Reports and Briefs, State and System Policy

This report aims to provide campus and system leaders with a scan of the current state of reform within the CSU, together with contextual insight into the obstacles and possibilities for broader scale adoption of coordinated, systemic change.

California’s Maze of Student Information: Education Data Systems Leave Critical Questions Unanswered

by Colleen Moore, Kathy Reeves Bracco and Thad Nodine | Aug 2017 | College and Career Readiness and Success, Data, K-12 Reform, Postsecondary Reform, Reports and Briefs, State and System Policy

This brief is the second in a series that is examining California’s approach to gathering and sharing longitudinal data about students’ progress through state’s education systems.

Gaps in Perspective: Who Should Be Responsible for Tracking Student Progress Across Education Institutions?

by Colleen Moore, Brock Grubb and Camille Esch | Nov 2016 | College and Career Readiness and Success, Data, Regional Education Partnerships, Reports and Briefs, State and System Policy

This brief is the first in a series that will explore California’s approach to tracking, sharing, and using longitudinal data about student progress throughout the state’s education systems.

How the EWD Program Aims to Meet Workforce Needs

by Su Jin Jez and Sara Adan | Apr 2016 | Career and Technical Education, College and Career Readiness and Success, Regional Education Partnerships, Reports and Briefs, State and System Policy

After the California State Legislature reauthorized EWD in 2012, the CCCCO created a new structure for the program based on seven geographic regions. Each region selected five rapid-growth, high-demand industry/business sectors, and EWD services in each region were targeted to those sectors. This brief outlines perceived strengths and weaknesses of this restructured program and offers recommendations for improvement. The information is drawn from an evaluation of the EWD program, Aiming to Meet Workforce Needs: An Evaluation of the Economic and Workforce Development Program.

Aiming to Meet Workforce Needs: An Evaluation of the Economic and Workforce Development Program

by Su Jin Jez and Sara Adan | Feb 2016 | Career and Technical Education, College and Career Readiness and Success, Reports and Briefs, State and System Policy

California’s dynamic economy depends on having a large and skilled workforce; consequently, the state must continually support and refine efforts to provide workers with employer-valued competencies. Given the wide range of regional and state needs across this vast state, ensuring that the workforce has the training to keep up with labor market demands is difficult. The California Community Colleges’ (CCC) Economic and Workforce Development Program (EWD) aims to support the development of a workforce that will promote California’s economic development by connecting employers and educators. This report summarizes the findings of an independent evaluation conducted on EWD.

Sense of Direction: The Importance of Helping Community College Students Select and Enter a Program of Study

by Colleen Moore and Nancy Shulock | Aug 2011 | Career and Technical Education, College and Career Readiness and Success, Reports and Briefs, State and System Policy

This report examines the importance of declaring and entering an academic program of study for community college student success and completion. Researchers track an entering cohort of community college students over a six-year period through programs of study to completion of a certificate, associate degree or transfer to a university. The study used student course patterns to identify those who entered a program of study in 21 program areas across the liberal arts and sciences and career technical education, and found that entering a program of study is an important milestone on the path to college completion.

Highlights of Findings on Latino Student Success

by The Institute for Higher Education Leadership & Policy | Jul 2011 | College and Career Readiness and Success, Reports and Briefs

This one-page brief highlights the findings regarding Latinos in California in the IHELP report, Divided We Fail: Improving Completion and Closing Racial Gaps in California’s Community Colleges. It was prepared at the request of Excelencia in Education to complement their series of reports on Latino college completion.

Divided We Fail: Improving Completion and Closing Racial Gaps in California’s Community Colleges

by Colleen Moore and Nancy Shulock | Oct 2010 | College and Career Readiness and Success, Reports and Briefs, State and System Policy

This report analyzes the progress and outcomes of degree- and certificate-seeking students in the California Community College system. The study tracked the 2003-04 entering cohort over six years, analyzing their progress along a series of intermediate milestones and completion outcomes by race/ethnicity. The report emphasizes that low completion rates and continued racial/ethnic disparities pose serious risks to the state’s future prosperity and offers recommendations for changes to policy and practice with a goal of improving student success, especially among underrepresented minority populations.

Taking the Next Step: The Promise of Intermediate Measures for Meeting Postsecondary Completion Goals

by Jeremy Offenstein and Nancy Shulock | Sep 2010 | Reports and Briefs, State and System Policy

This report, sponsored by Jobs for the Future, examines system, state and multi-state efforts and multi-institution initiatives to develop and use intermediate measures of student success as a tool to improve accountability and guide institutional efforts to improve student success. The report distinguishes between milestones that must be attained in order to get to completion and success indicators that increase a student’s chances of completion. The report analyzes the differences in approach, definitions and uses of the data on intermediate measures and offers recommendations on the collection, reporting and effective use of the data and the need for common practices and definitions.

Student Flow Analysis: CSU Student Progress Toward Graduation

by Nancy Shulock | Sep 2009 | Reports and Briefs, State and System Policy

This report is an excerpt of a report to the California State University done as part of its one-year planning grant from the Lumina Foundation’s Making Opportunity Affordable project. The report studies the 23-campus system’s efforts to improve graduation rates, analyzes systemwide data on student progress toward degrees, and makes recommendations for future steps.

Student Progress Toward Degree Completion: Lessons from the Research Literature

by Colleen Moore and Nancy Shulock | Sep 2009 | College and Career Readiness and Success, Reports and Briefs, State and System Policy

This report reviews the research literature on student success to identify intermediate outcomes, sometimes called “milestones,” along the college pathway that give students momentum toward degree completion. It points to academic behaviors and patterns that can be tracked to identify where and why student progress stalls and how changes to policies and practices might increase degree completion.