Education Week - July 20, 2016 - 27

Complex Data Demands
For New ESSA Indicator
CONTINUED FROM PAGE 1

peer-mentor programs, for example.
"Here's a great opportunity for
departments to innovate, and
they're being placed right back in
a box," said Mark Elgart, the president and chief executive officer of
AdvancEd, a group that's consulted
with education departments to
help them create new accountability systems.
But many consultants working
with state departments are advising that they not let data-collection
issues impede innovation.
"If something's not feasible to
collect, you have to treat it as an
implementation issue," said Joanne
Weiss, who was a chief of staff
to former U.S. Secretary of Education Arne Duncan and who currently consults with state education departments. "That doesn't
mean it's not an important indicator that shouldn't be included in
the system."

Tough Choices
The U.S. Department of Education
in June issued its proposed regulations for states putting together new
accountability systems under ESSA,
which is due to go fully into effect in
fall 2017. The draft repeats the law's
requirements for four mandated academic indicators, as well as for the
new "fifth indicator" of school quality or student success.
In the meantime, many states already are wrestling with whether
to pick a school quality indicator
that is ideal and ambitious, versus one that is practical and safe,
with data collection and analysis a
major factor.
* California's education department has pushed back against aggressive efforts by parent and advocates to measure school climate,
an indicator that officials say they
don't yet have enough reliable information to measure.
* Connecticut's education department rejected proposals to add
civic engagement to that state's accountability system-an indicator
that would require collecting new
data.
* And South Carolina officials, not
wanting to trample on the state's accountability task force's imagination,
will spend more than $1 million to
measure school and career readiness
as part of its new accountability system. "We know we're going to be collecting significantly more data with
this new system," said Sheila Quinn,
South Carolina's deputy schools superintendent.
One big issue: whether states and
districts are able to retrofit their
data-collection systems to answer
new and increasingly difficult questions, a potentially arduous and expensive task.
For many measures, state officials say they lack the infrastructure to collect enough reliable information to attach high stakes.
Many districts' data-collection sys-

tems are scattershot and outdated.
Scores of technicians responsible
for processing data have been laid
off in recent years amid budget
cuts. And local superintendents
have complained that they're already required by states to collect
an inordinate amount of data.
The details are daunting. Scott
Norton, the Council of Chief State
School Officers' strategic-initiative
director for standards, assessment,
and accountability, said pulling all
the right data together requires
syncing districts' systems, then coding those systems to collect the right
information.
Some data points, such as
whether a student is a foster child
or part of a military family, are
pretty straightforward. But others-such as how students feel
about a school's climate or whether
teachers are receiving a certain
amount of professional development-may require a bevy of surveys that then must be manually
entered into the database.
As a result, many education departments, depending on their capacity, will consider outsourcing the
work or paying millions of dollars to
purchase entire new systems, consultants say.

Student-Level Information
There's also the sheer volume
of information. School districts
today collect hundreds of thousands of data points about children that are often stored in large
data warehouses. Students track
their academic progress in data
binders, teachers tweak their curriculum based on rapid-fire online
quizzes, and principals tally office
referrals to craft new discipline
procedures.
Against that backdrop, Brennan
McMahon Parton, the Data Quality Campaign's associate director
for state policy and advocacy, has
traversed the country in recent
months urging state education
departments and lawmakers to
evaluate data they already collect before deciding to collect more
as they weigh new school quality
indicators.
"Many states have meaningful
and useful data in their system already," she said. "That's not to say
with a push of a button, you get
what you need."
In Connecticut, more than twothirds of local superintendents said
in a 2012 survey that the amount of
data the state requires them to collect was duplicative, burdensome,
and costly. That year, Democratic
Gov. Dannel Malloy signed an education bill that tasked the state department to reduce by a third the
number of data forms districts annually fill out.
So when the education department formed a task force two years
ago to construct a new accountability system, superintendents and
the agency pledged that any new
indicators would have to be based

HEAVY LIFT
As states revamp their accountability
systems under the Every Student
Succeeds Act, some are wrestling with
what it will take to collect the data
needed to incorporate new indicators
into those systems.

CALIFORNIA
Considering
indicators in four areas: chronic
absenteeism; suspension rates;
college and career readiness;
school climate.
INDICATORS

TIME FRAME Data collection
starts in September; system
rolls out fall of 2017.
DATA SPECIFICS Work needed to
collect clear, consistent, up-todate data across districts in
certain areas.

CONNECTICUT
Adopted five
indicators: attendance/chronic
absence; college and career
readiness; postsecondary
entrance; physical fitness;
arts access.
INDICATORS

TIME FRAME The state plans
to submit new accountability
system to U.S. Department of
Education after making minor
tweaks to comply with the
recently released regulations.
DATA SPECIFICS State for several
years has collected all the
data required to measure
the indicators picked for the
accountability system.

on information the department already collected.
"Oftentimes, when the state asks
for new data, we tell them we already have it or we've been giving
it to you in other ways," said Joseph
J. Cirasuolo, the executive director
of Connecticut's superintendents association. "Usually, it's not where it
has to be."
In the end, Connecticut decided
to add access to arts courses,
chronic absenteeism, career readiness (based on students' performance on the state's achievement
test, SAT, ACT, Advanced Placement, or International Baccalaureate tests), schools' college-entrance
rates, and three new ways to measure graduation rates to its accountability system.

Big Pricetag
In South Carolina, the task force
designated to come up with a new
accountability system decided to
collect information on elementary,
middle and high school readiness
and career readiness. That state's
districts all collect data using separate systems, many with different
contractors. Definitions of indica-

tors such as chronic absenteeism
or what qualifies as a suspension
vary widely.
In order for South Carolina to
measure the new indicators, the
department will spend more than
$1 million to buy a new collection
system that pulls data points from
each district's systems.
"We collect attendance, but the
question is: What is the quality of
the attendance data that we receive? " asked Daniel Ralyea, the
director of the state education department's office of research and
data analysis. "I can aggregate it
at the state level, but what happens is, in practice, elementary
schools may not be as concerned
with recording attendance as high
schools are."
And in California, the debate
over whether to use school climate
as an indicator involves such factors as classroom observations
and a host of student, parent, and
teacher surveys.
"We think (those surveys) are
used best at the local level," said
Keric Ashley, the deputy superintendent of California's education
department, pointing out that the
data are prone to errors.

SOUTH CAROLINA
INDICATORS Refining indicators
in four areas: elementary
school readiness; middle
school readiness; high school
readiness; college and career
readiness.
TIME FRAME End of summer to
refine indicators, accountability
system to roll out at the start of
the 2017-18 school year.
DATA SPECIFICS New, centralized
data-management system
estimated to cost more than
$1 million. The system will flag
course work schools offer and
how students perform in those
courses.

SOURCES: California,
Connecticut, South Carolina
Departments of Education

"

Here's a great
opportunity for
departments to
innovate, and
they're being
placed right back
in a box."
MARK ELGART
AdvancEd

EDUCATION WEEK | July 20, 2016 | www.edweek.org | 27


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Education Week - July 20, 2016

Table of Contents for the Digital Edition of Education Week - July 20, 2016

Education Week - July 20, 2016
First-Generation College-Goers Try Campus Life
Dose of Empathy Found To Cut Suspension Rates
Vouchers Put Some Parents in Squeeze on Spec. Ed. Rights
Data Loom Large in Quest for New School-Quality Indicator
Detroit District Splits To Shore Up Schools
News in Brief
Report Roundup
Common Core Poses Logistical Challenges In Writing Instruction
Longtime Leader in Education Journalism Passes the Baton
Schools Prepare to Confront Questions on Race, Policing
Blogs of the Week
Landmark Equity Study Turns 50
A Persistent Divide
Digital Device Choice Has Noticeable Impact On Test Performance
Will FAFSA Changes Speed Up Aid Awards?
U.S. Supreme Court’s 2015-16 Term
States, Districts Eyeing Chance to Craft Innovative Tests
K-12 Issues: Where the Candidates Stand
Setting the Education Department’s Direction
Blogs of the Week
ALICE JOHNSON CAIN: ESSA Could Leave Vulnerable Students in Limbo
ERICA FRANKENBERG & LILIANA M. GARCES: What Fisher v. University of Texas Means for K-12 Districts
SAUL DREVITCH: The Wisdom of an 8th Grader
Letters
TopSchoolJobs Recruitment Marketplace
ADAM KIRK EDGERTON: K-12 Schools: We Have Our Own ‘Brexit’ Problem
Education Week - July 20, 2016 - Detroit District Splits To Shore Up Schools
Education Week - July 20, 2016 - 2
Education Week - July 20, 2016 - 3
Education Week - July 20, 2016 - News in Brief
Education Week - July 20, 2016 - Report Roundup
Education Week - July 20, 2016 - Common Core Poses Logistical Challenges In Writing Instruction
Education Week - July 20, 2016 - Longtime Leader in Education Journalism Passes the Baton
Education Week - July 20, 2016 - Schools Prepare to Confront Questions on Race, Policing
Education Week - July 20, 2016 - 9
Education Week - July 20, 2016 - Landmark Equity Study Turns 50
Education Week - July 20, 2016 - 11
Education Week - July 20, 2016 - A Persistent Divide
Education Week - July 20, 2016 - Digital Device Choice Has Noticeable Impact On Test Performance
Education Week - July 20, 2016 - Will FAFSA Changes Speed Up Aid Awards?
Education Week - July 20, 2016 - 15
Education Week - July 20, 2016 - 16
Education Week - July 20, 2016 - 17
Education Week - July 20, 2016 - 18
Education Week - July 20, 2016 - 19
Education Week - July 20, 2016 - 20
Education Week - July 20, 2016 - States, Districts Eyeing Chance to Craft Innovative Tests
Education Week - July 20, 2016 - K-12 Issues: Where the Candidates Stand
Education Week - July 20, 2016 - 23
Education Week - July 20, 2016 - Setting the Education Department’s Direction
Education Week - July 20, 2016 - Blogs of the Week
Education Week - July 20, 2016 - 26
Education Week - July 20, 2016 - 27
Education Week - July 20, 2016 - ERICA FRANKENBERG & LILIANA M. GARCES: What Fisher v. University of Texas Means for K-12 Districts
Education Week - July 20, 2016 - SAUL DREVITCH: The Wisdom of an 8th Grader
Education Week - July 20, 2016 - Letters
Education Week - July 20, 2016 - 31
Education Week - July 20, 2016 - 32
Education Week - July 20, 2016 - TopSchoolJobs Recruitment Marketplace
Education Week - July 20, 2016 - 34
Education Week - July 20, 2016 - 35
Education Week - July 20, 2016 - ADAM KIRK EDGERTON: K-12 Schools: We Have Our Own ‘Brexit’ Problem
Education Week - July 20, 2016 - CT1
Education Week - July 20, 2016 - CT2
Education Week - July 20, 2016 - CT3
Education Week - July 20, 2016 - CT4
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