Making Every Child Visible: Triangulating Data to Reveal Systems Level Challenges

Session Number: 2688
Track: PreK-12 Educational Evaluation
Session Type: Demonstration
Tags: academic analytics, accountabilty, BIG DATA, Data summaries, Data Visualization, Education, Program monitoring and evaluation, quantitative methods
First Author or Discussion Group Leader: Catherine Callow-Heusser [President - EndVision Research and Evaluation, LLC]
Time: Nov 14, 2015 (09:45 AM - 10:30 AM)
Room: Columbus G

Audience Level: Intermediate

Session Abstract: 

State tests, progress monitoring, summative and formative assessments, and curriculum-based measures all provide data to determine student progress.  In fact, we’re drowning in data that is all too often underused while students are over-tested.  This demonstration shows one district’s efforts to better use assessment data to identify and address systems level challenges and further improve academic opportunities for at risk students.  Cache School District in Utah requested help to better use the multitudes of test data required by the state and district to be collected.  Combining data across assessments and conducting simple analyses revealed numerous surprises—and resulted in systems level changes to help struggling students.  Additionally, the analyses showed misalignment in assessments that challenged assumptions about test results and interpretations.  In particular, examining results from the state assessments, DIBELS scores, and selectively administered ITBS tests provided valuable insights with regard to what worked and what didn’t in elementary reading.