From Compliance to Learning : A System for Harnessing the Power of Data in the State of Maryland.

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Bibliographic Details
Author / Creator: Abdul-Hamid, Husein.
Other Authors / Creators:Mintz, Sarah.
Saraogi, Namrata.
Format: eBook Electronic
Edition:1st ed.
Imprint: Washington, D. C. : World Bank Publications, 2017.
Series:World Bank Studies
Local Note:Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2022. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Online Access:Click to View
Table of Contents:
  • Front Cover
  • Contents
  • Acknowledgments
  • Executive Summary
  • Abbreviations
  • Introduction
  • The Role of Data in Education Systems
  • What Makes Learning Happen?
  • What Is Necessary to Achieve Data for Learning?
  • Assessing a Data System from Policy Intent to Implementation
  • Context: United States
  • Context: State of Maryland
  • Moving from Compliance to Learning and the Value of Information
  • Notes
  • Chapter 1 Establishing a Strong Foundation
  • Legal Framework and Policies Ensure Sustainable Data Systems
  • Institutionalizing a Data System: Organizational Structure, Roles, and Responsibilities
  • Prioritizing Professional Development
  • Reaching a Data-Driven Culture
  • Notes
  • Chapter 2 Aligning the Pieces to Deliver Value
  • Data Coverage and Integration Are Key
  • Streamlining a Highly Decentralized Education System
  • Leadership, Strategy, and a Commitment to Continuous Improvement
  • The Future of Data Systems: Linking Data from K-12 to Workforce
  • Unique Identifiers Amplify Data System Capabilities
  • Notes
  • Chapter 3 The Path to Quality Data: Building Confidence in Your Data
  • Achieving Coordination across the Education System
  • Knowing Your Data Are Safe and Accurate
  • Notes
  • Chapter 4 Fulfilling the Promise of Data to Ensure Learning
  • Bringing Data to Life in the Classroom
  • Professionalizing School Planning and Management
  • Continuity in Learning from the Classroom to the Home
  • Driving Accountability and Education Reform
  • Creating Value beyond the Education System
  • Notes
  • Chapter 5 Continuous Improvement
  • Tools for Continuous Improvement
  • Making a Strong Data System Even Better
  • State Responsibility for a Strategic Vision
  • Establishing Leadership and a Communication Mechanism
  • Chapter 6 Continuing the Journey from Compliance to Learning.
  • Appendix A Maryland State Department of Education Organizational Chart
  • Appendix B Division of Curriculum, Assessment and Accountability Organizational Chart
  • Appendix C DQC's 10 State Actions to Ensure Effective Data Use, Maryland's 2014 Score
  • Appendix D Maryland School Progress Index, Forest Hill Elementary
  • Appendix E My School Australia, Profile for Gordon East Public School
  • Appendix F Summary of Policy Lever Benchmarking for the State of Maryland
  • Appendix G Rubric to Benchmark EMIS in Maryland
  • Bibliography
  • Boxes
  • Box I.1 A Data-Literate Teacher in Action
  • Box 1.1 Train the Trainer Model Scales EMIS across Schools
  • Box 4.1 Teacher Evaluation Model: An EMIS Opportunity
  • Figures
  • Figure ES.1 Moving from Compliance to Learning
  • Figure ES.2 DQC Critical Policy Questions
  • Figure I.1 Information Permeates the Education System
  • Figure I.2 SABER-EMIS Policy Areas and Levers
  • Figure I.3 Role of Information in an Accountability Framework
  • Figure I.4 Education Data System: Information Cycle
  • Figure I.5 SABER Scoring and EMIS Development
  • Figure I.6 Policy Intent, Implementation, and Outcomes
  • Figure I.7 U.S. Education Structure, through High School
  • Figure I.8 EMIS in Decentralized Education Systems
  • Figure I.9 NAEP Achievement-Level Results, Maryland and the United States
  • Figure I.10 Maryland in International Context, Using TIMSS: Grade 8 Math Achievement, 2011
  • Figure I.11 Moving from Compliance to Learning
  • Figure 1.1 Timeline of Influential Policies
  • Figure 1.2 EMIS Tracks Decline in State Assessment Results during Curriculum Reform
  • Figure 1.3 Harford County: Examples of Rapid Teacher-Training Documents
  • Figure 1.4 MDK12 Homepage
  • Figure 2.1 Moving toward an Integrated Approach
  • Figure 2.2 MSDE EMIS Wireframe
  • Figure 2.3 Centralized and Decentralized EMIS.
  • Figure 2.4 A Thoughtful Strategic Plan in the Road Map for an Effective EMIS
  • Figure 2.5 Maryland Longitudinal Data System Center, Data Process Flow
  • Figure 2.6 Maryland Longitudinal Data System
  • Figure 2.7 Florida Longitudinal Data System
  • Figure 2.8 SASID Helps Link to Workforce
  • Figure 3.1 ODE Provides Intuitive, Easily Accessible Updates on Data and EMIS
  • Figure 3.2 MSDE Data Governance Plan
  • Figure 4.1 Making the Connection between Data and Learning: Four-Year Trend in Percentage of Students Meeting or Exceeding Proficiency Thresholds in Reading
  • Figure 4.2 Making the Connection between Data and Learning: Comparative Gain in Percentage of Students Meeting or Exceeding Proficiency Thresholds in Math for Years 1 and 2 of DATA Project Implementation
  • Figure 4.3 Academic Index: Marking Period 1
  • Figure 4.4 Innovation in Data Collection for Teacher Evaluation
  • Figure 4.5 Performance Matters Student and Parent Dashboard
  • Figure 4.6 Maryland School Progress Index
  • Figure 4.7 My School: Establishing Delivery Capabilities for National School Reporting
  • Figure A.1 Maryland State Department of Education Organizational Chart
  • Figure B.1 Division of Curriculum, Assessment and Accountability Organizational Chart
  • Figure D.1 Maryland School Progress Index, Forest Hill Elementary
  • Figure E.1 My School Australia, Profile for Gordon East Public School
  • Maps
  • Map I.1 Counties in the State of Maryland
  • Map 1.1 Open Data Map Tracks Relevant Policies
  • Map 4.1 Collaborative Approach to Sharing Cohort Graduation Rates
  • Map 4.2 Neighborhood Scout, Enterprise-Grade Data
  • Map 4.3 Real Estate Companies' Use of EMIS Data
  • Map 5.1 Per-Pupil Expenditures, U.S. Public Elementary and Secondary Schools, 2008-09
  • Photos
  • Photo 4.1 EMIS Drives Collaboration between County and School Administrators.
  • Photo 4.2 Collaboration Drives Teacher Utilization of EMIS
  • Tables
  • Table I.1 Maryland EMIS Rankings
  • Table I.2 Measuring Policy Intent and Implementation
  • Table I.3 U.S. Education Indicators at a Glance
  • Table I.4 Maryland Education Indicators at a Glance
  • Table 1.1 Federal Legislation Influencing EMIS
  • Table 1.2 Compliance- versus Learning-Driven Data Systems
  • Table 1.3 Institutionalizing Data and Overcoming Interoperability Challenges
  • Table 2.1 Data Coverage: Best Practice and Maryland
  • Table 2.2 Sample of Different Systems Used across Counties
  • Table 2.3 System Cost per Student
  • Table 2.4 Howard County Reflections on Implementation of Integrated EMIS
  • Table 4.1 Cecil County Academic Index
  • Table 4.2 School Improvement Plan Based on Data and Results
  • Table 5.1 Maryland EMIS SWOT Profile
  • Table 5.2 Summary of Federal and State Grants That Could Be Aligned under State EMIS Strategy
  • Table F.1 Summary of Policy Lever Benchmarking for the State of Maryland
  • Table G.1 Rubric to Benchmark EMIS in Maryland.