Three sophisticated uses of postsecondary data to inform K-12 policy and practice¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The brief organizes its guidance around a framework of three sophisticated ways K-12 officials can use postsecondary data beyond raw descriptive reporting. It states the brief "describes three sophisticated ways that K–12 officials can use these data to inform K–12 policy and practice." The framework sits between the uses and limitations of raw data and the brief's discussion of dissemination, forming the analytic core of the brief's recommendations for K-12 officials.

Design Implications¶

Context¶

Requirements¶

• Access to postsecondary outcomes data through services such as the National Student Clearinghouse StudentTracker for High Schools
• Additional processing or analysis of the raw data

Constraints¶

Target Learners¶

• K-12 state, district, and school officials

Target Learning Objectives¶

• Informing K-12 policy and practice with postsecondary outcomes data

Claims¶

• K-12 officials increasingly attend to postsecondary outcomes but many are unsure how best to use the data [+W]
• Raw postsecondary data are useful for descriptive purposes but may not give educators substantial new information beyond high school indicators [+W]

Related Theories¶

• Three-part framework for effective data use: system development, a coherent use plan, and support for use

Examples¶

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Key Sources¶

• 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