K-12 officials increasingly attend to postsecondary outcomes but many are unsure how best to use the data¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Many state, district, and school officials are unsure of the best ways to use postsecondary outcomes data on former students. → Luke Heinkel 2015
Evidence¶
Luke Heinkel 2015¶
Luke Heinkel, Kristin Hallgren, Brian Gill, Megan Shoji. (2015). Making Effective Use of Postsecondary Data in K-12 Education Settings. Princeton, NJ: Mathematica Policy Research. https://www.mathematica.org/publications/making-effective-use-of-postsecondary-data-in-k-12-education-settings
q2 · i? · review · r2
The brief's introduction states that while services now let K-12 agencies examine college enrollment, persistence, and completion of former students, "many officials, however, are unsure of the best ways to use these data." This is the authors' motivating observation, not a survey finding with reported statistics.
"Many officials, however, are unsure of the best ways to use these data."
Discussion¶
Related Claims¶
- Many school districts are interested in implementing blended learning but lack evidence on its effects and on best-practice implementation — related
- Districts and universities increasingly attach concrete incentives to earning Digital Promise micro-credentials — related
- NELS indicators of math skills, work habits, leadership, teamwork and sports-related skills, and locus of control are related to postsecondary earnings and to the likelihood of attending and completing postsecondary education — related
- Among four-year college enrollees, former and late-arriving English Learners persisted at or above district-average rates while long-term English Learners with IEPs persisted at substantially lower rates — related
- Indicator performance differs across EL subgroups: former and late-arriving ELs had stronger ninth-grade GPAs and attendance than never ELs, while long-term ELs without IEPs had much lower GPAs — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
officials-unsure-how-to-use-postsecondary-data |
title |
K-12 officials increasingly attend to postsecondary outcomes but many are unsure how best to use the data |
description |
K-12 officials increasingly attend to postsecondary outcomes but many are unsure how best to use the data |
status |
review |
evidence_strength |
weak |
newest_evidence |
2015 |
recheck_by |
2020 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — luke-heinkel-2015 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.