Gaps in Perspective: Who Should Be Responsible for Tracking Student Progress across Education Institutions? California Education Policy, Student Data, and the Quest to Improve Student Progress, Part I. Policy Brief

Autor/inn/en	Moore, Colleen; Grubb, Brock; Esch, Camille
Institution	California State University, Sacramento. Education Insights Center
Titel	Gaps in Perspective: Who Should Be Responsible for Tracking Student Progress across Education Institutions? California Education Policy, Student Data, and the Quest to Improve Student Progress, Part I. Policy Brief
Quelle	(2016), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Progress Monitoring; Data Collection; School District Autonomy; Higher Education; Elementary Secondary Education; Educational Policy; Cooperation; School Districts; Interviews; Teacher Attitudes; State Policy; State Government; Government Role; Access to Information; California + Suchen Sie Ihr Suchwort? Data capture; Datensammlung; School district; School districts; Autonomy; School autonomy; Schulautonomie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Co-operation; Kooperation; Schulbezirk; Interviewing; Interviewtechnik; Lehrerverhalten; Bund-Länder-Beziehung; Kalifornien
Abstract	Conventional wisdom suggests that local educators tend to be wary of efforts by the state to gather more information from their institutions, due to the burdens that such requests often entail. But California's current education landscape, with its shift from state to local control of funding and accountability in the K-12 system, its massive educational experiments underway, and its highly localized and autonomous higher education systems, may represent a departure from the conventional. The local educators we interviewed as part of a research project expressed the need for--and a readiness to participate in--a state-level data system to gather and track information about student progress in and across educational institutions. The state officials we spoke with, on the other hand, were not convinced that gathering and sharing this information should be a top priority for the state and they were doubtful that such a system would provide enough benefits to justify its implementation costs. These observations are drawn from conversations with education leaders at the local and regional levels, as well as with state-level policymakers, undertaken as part of a three-year project by the Education Insights Center (EdInsights) to understand barriers to increasing postsecondary attainment. The project's ultimate goal is to identify opportunities to improve policies in support of student progress throughout the education pipeline--from K-12 schools, into and through community colleges and universities, and into the workforce. This brief is the first in a series that will explore California's approach to tracking, sharing, and using longitudinal data about student progress throughout the state's education systems. Contains endnotes. (As Provided).
Anmerkungen	Education Insights Center. 6000 J Street, Tahoe Hall 3063, Sacramento, CA 95819. Tel: 916-278-3888; Fax: 916-278-3907; e-mail: edinsights@csus.edu; Web site: http://edinsightscenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01