Leveraging Education Data Systems for Continuous Improvement

Many states are now using new or updated approaches to data collection and reporting. Under the Elementary and Secondary Education Act (ESEA) of 1965, as amended by the Every Student Succeeds Act (ESSA), new reporting requirements may lead states to collect new types of data or report previously collected data in new ways. This matrix outlines the six essential components of high-quality data systems for SEAs.

Many states are now using new or updated approaches to data collection and reporting. Under the Elementary and Secondary Education Act (ESEA) of 1965, as amended by the Every Student Succeeds Act (ESSA), new reporting requirements may lead states to collect new types of data or report previously collected data in new ways. Many states have also begun to move beyond collecting and reporting data for compliance purposes to using cross-sector, longitudinal data to promote continuous improvement of student education systems. To effectively shift to using data in these more complex ways, states will need to ensure that their data quality systems and internal processes allow state educational agency (SEA) and district staff to effectively gather and analyze this data.

In spring 2018, the State Support Network convened a Data System Community of Practice (CoP), which provided states with an opportunity to learn more about how quality data systems may be used in fulfilling ESEA requirements. The CoP created a matrix outlining the six essential components of high-quality data systems for SEAs. To learn more about each of the data system components, click on the graphic below.

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