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Slice and Dice Using existing data to answer novel questions about student outcomes

Slice and Dice Using existing data to answer novel questions about student outcomes. February 7, 2012 Jill Kroll Office of Career and Technical Education Michigan Department Of Education Carol Clark CTE TRAC Director & Program Coordinator GASC Technology Center. Learning Objectives.

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Slice and Dice Using existing data to answer novel questions about student outcomes

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  1. Slice and DiceUsing existing data to answer novel questions about student outcomes February 7, 2012 Jill Kroll Office of Career and Technical Education Michigan Department Of Education Carol Clark CTE TRAC Director & Program Coordinator GASC Technology Center

  2. Learning Objectives • Recognize challenges in using existing data to answer questions • Gain knowledge of resources and tools to meet challenges of information needs

  3. Overview • Two examples - Two solutions • Example 1: Using existing data • Example 2: Overcoming limitations of existing data • Resources • Discussion and Questions

  4. Example 1: Using Existing Data Do secondary CTE students in articulated programs have higher placement rates?

  5. Example 1: Using Existing Data • What data are available to answer this question? • In light of the available data, how might you refine the question?

  6. Example 1: Using Existing Data Refine your question - “Placement” • Total placement - “In Employment or Continuing Educationor Military” • Placement in Continuing Education • Placement in Community College • “Related” Placement • Can you think of other available data?

  7. Example 1: Using Existing DataStep 1: Download Follow Up Survey Data Log in to CTEIS.com Follow Up tabReport Export Building Survey Data

  8. Example 1: Using Existing DataSave or Open in MSExcel

  9. Example 1: Using Existing DataStep 2: CTEIS Ad Hoc Query Tool • Log In to CTEIS • Choose Reports tab, Funding Reports, Ad hoc Query • Choose agency, building • 4301 (select year) • Selection criteria

  10. Example 1: Using Existing Data Student-Level Data From CTEIS 4301-2009-2010

  11. Example 1: Using Existing Data Export Student Data to MSExcel 4301-2009-2010

  12. Example 1: Using Existing DataAnalyzing the Data • Data analysis software • Relational database software • Spreadsheets • Statistical software • Others

  13. Example 1: Using Existing Data

  14. Example 1: Using Existing Data

  15. Example 1: Using Existing Data *Attending business or trade school, college or university, military training or other training

  16. Example 1: Using Existing Data

  17. Example 2: Overcoming Limitations of Existing Data What is the impact of integrated instruction on academic achievement?

  18. Example 2: Overcoming Limitations of Existing Data • Local data: • Number of students signed up for each course • Number of students who took test for academic credit • -Number of students who passed test • Number of students who signed up for RAC

  19. REQUIRED ACADEMIC CREDIT (RAC) GASC 2010-11 Signed up for RAC GASC 2010-11 Total Students Achieving RAC

  20. Example 2: Overcoming Limitations of Existing Data GASC 2011-12 Signed up for RAC

  21. Example 2: Overcoming Limitations of Existing Data

  22. Example 2: Overcoming Limitations of Existing Data

  23. Example 2: Overcoming Limitations of Existing Data Solutions to limitations in existing data: • Modify/Simplify question

  24. Example 2: Overcoming Limitations of Existing Data • Collect supplemental data

  25. Example 2: Overcoming Limitations of Existing Data • Solutions to limitations in existing data • Control extraneous factors • Choose one subject area • Use three methods of integrating instruction • Use one method of qualifying for academic credit (assessing achievement)

  26. Example 2: Overcoming Limitations of Existing Data

  27. Resources • Look for more existing data • National • National Center for Education Statistics (NCES) website • Midwest Regional Education Laboratory (REL) • Existing local and state data • Peers

  28. NCES: Data Collection Tools http://nces.ed.gov/

  29. NCES: Example Content Areas • Early Childhood • Parent health, child growth and development • High school student attitudes and beliefs • Postsecondary students, institutions • Student math, science knowledge • Teacher salaries, preparation, assignments, employment status • Parenting practices • Public and Private School characteristics • Financial data • Libraries • Crime and Safety

  30. Regional Education LaboratoriesFunded by: Institute of Education Sciences (ies) • Purpose: Provide access to high-quality, scientifically valid education research • Publications: http://ies.ed.gov/ncee/edlabs/projects/ • Ask A REL: A collaborative reference desk service • Midwest REL: American Institutes for Research http://www.learningpt.org/

  31. Midwest REL: Resources/Services

  32. Contact: Jill Kroll Supervisor Office of Career and Technical Education Michigan Department Of Education (517) 241-4354 KrollJ1@Michigan.gov Carol Clark CTE TRAC Director & Health and Human Services Platform Facilitator Genesee Area Skill Center Technology Center (810) 760-1444 ext. 176 clarkcar@gasc.flint.K12.mi.us

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