Data Warehousing How do we use the data now that we have it?

Data WarehousingHow do we use the data now that we have it?

David RutherfordDirector, Instructional Support

ServicesONC BOCES

May 18, 2007

Where Are We Going?

- Data Analysis in the ONC BOCES Region- Using the 3-8 Assessments for School

Improvement- The Two Holy Grails of the 3-8

Assessments

Data Analysis at ONC BOCES

Our RIC – South Central RIC, Binghamton, NY

Data Analysis Service – Dr. Carol Dean Monthly Meetings – Carol, Instructional

Support, Staff Developers

School Improvement and Assessments

"not everything that counts can be counted-- not everything that can be counted counts“

- Albert Einstein


Over-reliance on the 3-8 Assessments


Limited Nature of the 3-8 Assessments

Short Assessment – not everything is assessed Turn-around time – cannot be used effectively as a

formative assessment

The Two Holy Grails of Assessment

Holy Grail Number 1

The State Assessments are verifications of existing assessments within the

school/district


Holy Grail Number 1

Professional Learning Communities


Professional Learning CommunitiesRegional ONC BOCES Plan

Communal Organization of Teachers Common Understanding of Standards at Grade

Level Development of Common Formative Assessments Collective Evaluation of Results Change in Classroom Practice


Coleman et al. (1966) “Equality of Educational Opportunity in the United States.”

Studied 600,000 children at 4,000 schools An act of Congress during the civil rights Era. Had the resources, authority and visibility of the federal

government behind the study The finding, neatly summarized, meshed with what many

people saw with their own observations The credibility, congruence and capacity of the research gave it

immense staying power – to this day with the general public


Coleman – cont.

“[S]chools bring little influence to bear upon a child’s achievement that is independent of his background and general social context”

(Coleman et al., 1966, p.325).


Holy Grail Number 2

The State Assessments can be used to show growth, giving a better picture of school

quality and over time-improvement


Holy Grail Number 2 – It’s Coming

1. NCLB Reauthorization

2. Article VII (Contract For Excellence)


Holy Grail Number 2 – Achievement vs. Progress

Achievement model: Determine whether an increasing percentage of students are gaining proficiency over time.

Growth model: Determine how much progress groups of students are making over time.


Achievement vs. Progress: The Power of Two

Achievement – Measures a student’s performance at a single point in time

Progress – Measures a student’s progress between two points in time



Achievement – Relates to a student’s family background

Progress – Not related to a student’s family background



Achievement – Compares students’ performance to a standard

Progress – Compares students’ performance to their own prior performance



Achievement – Critical to a student’s post secondary opportunities

Progress – Critical to ensuring a student’s future academic success



Achievement model: Determine whether an increasing percentage of students are gaining proficiency over time.

Growth model: Determine how much progress groups of students are making over time.


Holy Grail Number 2 – Growth and the 3-8 Assessments

Can we show growth now that we have longitudinal data? Problematic – why?


Holy Grail Number 2 – Vertically Moderated vs. Vertically Scaled

Vertically Moderated – Meeting the “cut point” at one grade level indicates that the student is prepared for instruction at the next grade level.

** Student progress is measured from grade-to-grade relative to proficiency in meeting the standards



Vertically Scaled – Meeting the same “cut point” in two years is an indication of one full year of growth



NYS Assessments are Vertically Moderated

Growth Model requires vertical scaling


Holy Grail Number 2 – Growth vs. Value Added

Growth models generally refer to models of school accountability that assess the progress of a cohort of students over time with the intent of measuring the progress these students have made (This year’s fourth graders compared to their performance last year as third graders.)

Value added models generally refer to a specific type of growth model in which student demographic data or other statistical controls are used to attempt to analyze the specific effects of a particular school, program, or teacher on student learning



Recap

Achievement - Where students need to be at the end of P-12

Growth - How they get there


Value Added – SAS and Battelle for Kids

SAS – Dr. Bill Sanders developed the Value-Added Model

Battelle for Kids – Non-profit responsible for VA Professional Development

Capital Region and ONC BOCES – Grant to Pilot VA in New York State


More Information

http://www.edtrust.org

http://www.battelleforkids.org


"not everything that counts can be counted-- not everything that can be counted counts“

- Albert Einstein

Data Warehousing How do we use the data now that we have it?

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