Turning information into action

1. Turning information into action

2. Turning Information into Action Data Culture Policies, Programs, Practice Sustained NJ SMART Vision Statement To provide the data, quality, and capacity needed to build and support a culture of systemic and sustained data use at the state, district, school, and classroom levels that will ultimately lead to academic success for all of our students. - NJ Department of Education Systemic Data Quality Collections, Validation, Support Data Capacity Reporting Tools, Knowledge, Skills Student Focused New Jersey Department of Education

3. School Performance Reports • Identify school strengths and weaknesses on key performance indicators so local stakeholders can set goals for improvement • Ask four questions for each performance measure • How did my school do on a particular measure? Trend? • How does that compare to schools that educate students like mine? • How does that compare to all schools across the state? • Did I meet the statewide target for that measure? New Jersey Department of Education

4. Advances • Schools as the ‘units of change.’ • Establishment of peer groups for benchmarking. • Use of metrics indicative of college and career readiness – i.e., Chronic Absenteeism. • Unprecedented use of student-level data – i.e., grad and dropout rates, unique headcount in AP/IB testing and course taking. • Use of multiple metrics – beyond statewide assessments – to develop fuller picture of school performance. • By drawing out conclusions and comparisons, the reports engage community stakeholders and school boards in new ways. • Continues organizational shift from being an agency that collects data for compliance to an agency that uses data well. New Jersey Department of Education

5. Feedback to 2012 Performance Reports • What we heard from 2012 release: • Include more data! Such as ACT, IB and course taking in Visual and Performing Arts • Uncertainty about Algebra I in the middle school under Common Core • Breakout postsecondary enrollment by institution type • Include dual enrollment • HSPA is flat at the top New Jersey Department of Education

6. Revision process • Catalogued feedback • Engaged with groups of stakeholders, such as the County Vocational and Technical Schools • Reconvened Performance Report Workgroup (NJASA, NJPSA, NJPTA, NJSBA, NJEA) • Sought expertise from particular stakeholders New Jersey Department of Education

7. Changes to 2013 Performance Reports • Acquire new third-party data at a student-level: ACT and IB • Use NJSMART course collection to characterize participation in Visual and Performing Arts • Align Algebra I indicator to implementation of Common Core • Present postsecondary enrollment by 2- and 4-year • Refine dual enrollment indicators in NJSMART for 13-14 • Continue to communicate weakness of HSPA as a measure of student readiness for college and career New Jersey Department of Education

8. ACT Participation New Jersey Department of Education

9. International Baccalaureate New Jersey Department of Education

10. Participation in the Arts New Jersey Department of Education Numerator: Unique headcount in each area Denominator: 9th – 12th grade enrollment

11. Algebra I Course Taking • 2012: • Denominator included the school’s enrollment in BOTH 7th and 8th grade • 2013: • Denominator includes the school’s enrollment in 8th grade ONLY New Jersey Department of Education

12. Postsecondary Enrollment New Jersey Department of Education