On-Track Indicators for Early Proficiency: Three Case Studies of Rigorous Data Use Within Districts

Session Type: Symposium

Abstract

As case studies of promoting in-house rigorous and relevant data use, presentations of this session attempt to empirically identify on-track indicators of early elementary proficiency using longitudinal administrative data from three under-performing urban districts. Our results indicate consistency in actionable indicators across districts (e.g. benchmark tests and/or chronic absenteeism) that accurately predict Kindergarten readiness and third grade literacy. Common lessons learned: To maximize implementation fidelity and adoption, early On-Track Indicator systems should include user-friendly communication of findings and action-oriented levers that are within the district’s ability to address and impact. Meanwhile, the need for capacity-building data use inside the organization is self-explanatory.

Sub Unit

• SIG-Districts in Research & Reform

Chair

• Alex J. Bowers, Teachers College, Columbia University

Papers

• When Rigor Meets Relevance: Determining Cut Scores for Early Indicators for Third-Grade Reading Proficiency Innovatively - Jing Che, Rochester City School District

• Early Indicators in Practice: Developing/Disseminating Predictors of Third-Grade Reading for a Diverse District Audience - Anna H. Palmer, Tulsa Public Schools

• Supporting Kindergarten Readiness Using Predictive Analytics - Hannah Page, District of Columbia Office of the State Superintendent of Education

Discussants

• Kara S. Finnigan, University of Rochester

• Alex J. Bowers, Teachers College, Columbia University