Using Data and Data Systems to Improve Student Achievement: Challenges in Kentucky

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Using Data and Data Systems to Improve Student
Achievement Challenges in Kentucky

• Dr. Sam Evans
• Dean, College of Education Behavioral Sciences

Presentation available at http//edtech.wku.edu/
peu/presentations.htm
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Overview

• A look at WKUs Electronic Accountability System
  and how it is used to track teacher preparation
  candidates
• A review of Kentuckys progress on the Data
  Quality Ten Essential Elements
• A look at barriers to bridging data from the
  university system and from the P-12 system
• A look at local/state initiatives to address
  barriers

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Electronic Assessment SystemOVERVIEW
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Accountability System Opening Screen
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Data Collection Points

• Student Demographics at Admission Application
• Dispositions Scores collected at entry, midpoint,
  and program exit.
• Records on fieldwork.
• Scores on standards-based assessments
• Student Teaching Records including placement,
  evaluation, and Teacher Work Sample
• Exit data certificates, Praxis, surveys

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Program Reports Portfolio Scores by Standard
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Program Reports Disposition Scores
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What are Critical Performances?

• Specific descriptions about what teacher
  candidates must know and be able to do at
  different levels of growth and development toward
  one or more teaching standards.
• Worked with state standards and indicators to
  develop these descriptions
• Used to create critical performance
  tasks/assessments that are SHARED by all faculty
  who teach a course/supervise an experience.
• All scores based on a four point rubric.

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Candidate Reports CP Scores by Standard
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• Demonstration Systems
• http//edtech.wku.edu/edtech/demo/
• Accountability System Demo
• http//edtech2.wku.edu/accountdemo4/
• login 888888888 password 8888
• Portfolio System Demo
• http//edtech2.wku.edu/portfolio/
• student login 800000001 password 0001
• faculty login 999999999 password 9999

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Data Quality How Kentucky Fares
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Data Quality How Kentucky Fares
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Kentucky Testing Schedule
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Thus.

• For DQ item 3 (student longitudinal data), except
  for math and reading (grades 3-8), KY does not
  test students over the same subjects year to
  year.
• Thus, student data can be tracked year to year,
  but subject matter performance has a three year
  gap.

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And.

• For DQ item 5 (teachers tied to student
  achievement data), except for math and reading
  (grades 3-8), because KY does not test students
  over the same subjects year to year, difficult to
  hold individual teachers (and, thus their
  preparation program) accountable
• WKU attempted to collect these data from a local
  school district on our new graduates. Only 1
  graduate was assigned to a testing year!

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State/Local Initiatives

• State funded Kentucky Instructional Data System
  project
• Local P-16 Councils (e.g., Mathematics)
• Kentucky Education Professional Standards Board
  Educator Preparation Program Quality Measurement
  Committee however, recommended cautious
  exploration of value-added measures
• WKU TWS and state KTIP include teacher collection
  and analysis of student learning
• WKU A.S.K. (Assistance, Strategies, Know-How)
  providing literacy support for underprepared
  college students

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Concluding Thoughts

• The gap between university teacher preparation
  and P-12 school achievement data can, with
  tremendous effort and statewide cooperation, be
  bridged.
• However, recent projects (Louisiana, Michigan,
  NBPTS value-added research) demonstrate the
  challenges associated with using P-12 student
  achievement data.
• As did Kentucky, states should carefully consider
  both the implications of bringing these data
  together and how to appropriately use results.