frameworks for analyzing data create center for research, evaluation and advancement of teacher...

Frameworks for Analyzing Data

CREATECenter for Research, Evaluation and Advancement of Teacher Education

TxATEOctober 20, 2013

• Consortium of 54 Texas Universities– Texas A&M University System– Texas State University System– University of Houston System– University of Texas System– Other Public Universities– Private Universities

WHO WE ARE

WHAT WE DO

ADVANCE THE QUALITY AND EFFECTIVENESS

OF TEACHER PREPARATION PROGRAMS IN TEXAS UNIVERSITIES

OUR WORK

Expand Knowledge Through Research

Build Capacity for Institutional Change

Initiate Action Through Programs

There’s a lot of data out there…

How do you make sense of it?

What do you do with it?

Data Frameworks

Utility of Data Frameworks

Tie related data sources together: (e.g., preparation to employment)

Organize data into meaningful formats

Track current and trend patterns

Augment data available internally for “big picture” look

Target areas for program improvement

Set goals with measurable outcomes

Benchmark

Determine long-term assessment of impact

Data Frameworks Structuring Data Conversation for Action:

All of our frameworks began with a series of questions.

For example:

Who prepares teachers?

Where do they go?

How long do they stay?

CREATE’S Data Frameworks

PACE --Performance Analysis for Colleges of Education

DaRTS –-Data Reporting Tool for Schools

Customized data sets for both PACE and DaRTS

PACE

Performance Analysis for Colleges of Education

What are the characteristics of area schools?

What do the achievement patterns of area schools look like by campusl level?

Are universities preparing the teachers district’s need?

DaRTS

Data Reporting Tool for Schools

Who is employed in the schools?

What do they teach?

Where are they prepared?

How long do they stay?

DaRTS PACE Customized

Teacher Employment

Assignment

Retention

Public Schools Enrollment Trends Impact Trends

University Teacher Production Supply/Demand Retention

Demographic

Employment

Assignment

Certification

Audience:Public School DistrictsUniversities

Audience:Universities

Audience:Public School DistrictsUniversities

Data Frameworks

PACE

Performance Analysis for Colleges of

Education

DaRTS

Data Reporting Tool for Schools

CUSTOMIZED DATA

DEMOGRAPHIC INFORMATION

ID Number Last Name First Name Middle Name Ethnicity Gender

A unique identifierfor each person listed in the database.

For each employment year, a person's last, first and middle name will appear on a separate row for every class taught until % FTE adds up to 1.0.

For each employment year, a person's last, first and middle name will appear on a separate row for every class taught until % FTE adds up to 1.0.

For each employ-ment year, a per-son's last, first, and middle name will appear as a separate row for every class taught until % FTE adds up to 1.0.

Am. Indian/Alaska NativeAsianBlack/African AmericanHispanic/LatinoWhite

FemaleMale

EMPLOYMENT INFORMATIONEmployment

YearCampus

CodeCampus

Name Role Population Served Subject Area Subjects

Taught % FTEAll employment is calculated in the spring of the academic year. If employment year is 2013, then employment took place during the 2012-2013 academic year.

Code assigned to campus where teacher is employed.

Name of public school campus where teacher is employed.

As defined by PEIMS.

TeacherPrincipal Asstistant PrincipalCounselorLibrarianEducational AideDiagnosticianIntrepreter

Type of student:

Regular BilingualCompensatory/RemedialGifted/TalentedCareer/TechnicalSpecial EducationEnglish as a Second LanguageAdult Basic EducationHonorsMigrant

The general subject area of the teaching assignment for each FTE up to 1.0

Description of the teaching assignment. This is tied to the % FTE column. If the % FTE is less than 1.0, there will be a line for each subject taught and the % FTE of the assignment.

For each employment year, the allotmentof subject taught per class up to 1.0.

FIRST THROUGH EIGHTH CERTIFICATE

Certification Year Organization Program Type Certification Type Certification Subject Area Certification Subject Field

Starts at FY 1990. Data before 1989-1990 are not available.

Name of recommending organization.

StandardPost-baccalaureate AlternativeBy examinationJamison BillVocational experienceOut-of-StatePermitParaprofessionalUnknown

Emergency (3 types)Non-renewableOne yearParaprofessional& Standard Para.ProbationaryProfessionalProvisionalStandardStardard ProfessionalUnknownVocational

Broad description of certification area. Detailed description of certification area.

Data-Informed Conversations

1) Setting the stage. What question is to be addressed? What information is needed to answer the question? Is the information available?

2) Examining the data. What patterns are revealed or observations can be made?

3) Understanding the findings.What are the possible causes for the patterns?

4) Developing an action plan.

5) Monitoring progress and measuring success

http://ies.ed.gov/ncee/edlabs

CONTACT INFORMATION

Mona S. Wineburg Executive Director

mwineburg@createtx.org

Sherri Lowrey Associate Director of Research

slowrey@createtx.org

John Beck Higher Education Research Liaison

jbeck@createtx.org