Governor Jay Insle e

1. Governor Jay Inslee From Data to Research Briefs: The Process, Challenges, and Findings Vivien Chen Education Research & Data Center (ERDC), Office of Financial Management May 21, 2014

2. Washington P20W data P-20W Information For Parents, Teachers, Administrators, Planners, Policy-Makers, Researchers Routine Reports, Research Briefs, Ad Hoc Analyses, Research Datasets SBCTC Students, Courses, Degrees, Majors DOC Inmate Education DEL: Dept of Early Learning DOC: Dept of Corrections DSHS: Dept of Social and Health Services WSAC –Washington Student Achievement Council L&I: Labor and Industries OSPI: Office of Superintendent of Public Instruction PCHEES: Public Centralized Higher Education Enrollment System SBCTC: State Board for Community and Technical Colleges WTECB: Workforce Training and Education Coordinating Board PCHEES Students, Courses, Degrees, Majors Employment Security Industry, Hours, Earnings WTECB Career schools, Non-credit Workforce Programs L&I State Apprenticeships WSAC Financial Aid OSPI P-12 Students, Courses, Graduation, Teachers DEL ECEAP, Child Care, Providers DSHS Social Service Program Participants

3. Longitudinal perspective of data analytics Early Learning K-12 Postsecondary Education Workforce Social Services

4. Initiate a data-driven decision making process

5. What we have been through • ERDC research briefs under AARA SLDS grant • Who leave teaching and where do they go? • Postsecondary education enrollment patterns • Early childhood program participation and K-12 Outcomes • Washington Eighth Graders’ Educational and Employment Trajectories • Washington teachers and their schools (temporary title) • (http://erdc.wa.gov/briefs/ )

6. The process

7. Data used

8. Postsecondary education enrollment patterns • Cohort of study: 2004-05 high school graduates • Tracking length: 2004-05 through 2009-10 (5 years) • Datasets: • OSPI P-210, SBCTC, PCHEES, National Student Clearinghouse (NSC)

9. Postsecondary education enrollment patterns - Finding #1: 70% of High School Grads attend Post-Secondary

10. Postsecondary education enrollment patterns - Finding #2: Two out of every three Grads attend only 1 institution, and 27% 2 institutions

11. Postsecondary education enrollment patterns - Finding #3: 76% of Grads attend Post-secondary institutions in home state, 15% exclusively out-of-state, and 9% back and forth

12. Postsecondary education enrollment patterns - Finding # 4: Majority of students stay in institution and 2-year promote up to 4-year

13. Postsecondary education enrollment patterns: the process and challenges • Inconsistent data availability across data sources • Communication and understanding

14. Early childhood program participation and K-12 outcomes • Cohort of study: Children (most were 4-5 years old) who participated in ECEAP in the 2003-04 school year (2004 program year) • Tracking length: The ECEAP children are followed through 3rd grade (about 4-5 years) • Datasets: • DEL ECEAP program participants file, OSPI CSRS & state assessments

15. Early childhood program participation and K-12 outcomes - Finding #1: 87% of ECEAP students can be linked to WA Public K12 system

16. Early childhood program participation and K-12 outcomes - Finding #2: Of the ECEAP children who could be linked to K-12, 85% enroll in 3rd grade in the expected year

17. Early childhood program participation and K-12 outcomes - Finding #3: • For 2003-2004 ECEAP children,74% of the age 4+ and 70% of the age <4 went directly to kindergarten and stayed continuously enrolled without being retained through 3rd grade.

18. Early childhood program participation and K-12 outcomes - Finding #4: 73% of the ECEAP children attended more than one school between the grades of kindergarten and 3rd grade.

19. Early childhood program participation and K-12 outcomes: The process and challenges • Communications to align research outcomes • Data mining is time consuming • Adjust research plan to meet deadline

20. WA eighth grader’s educational and employment trajectories • Cohort of study: 8th graders enrolling in 2004-05 school year • Tracking length: 2004-05 through 2011-12 (8 years) • Datasets: • OSPI P-210 & CSRS, SBCTC (including GED), PCHEES, UI Wage, Department of Correction records (DOC)

21. WA 8th grader’s educational and employment trajectories - Finding #1: 63% of 8th graders graduated from high school, 31% transferred out, and 5% dropped out NOTE: This does not represent a graduation rate. Washington State’s graduation rate is 73.5% for the class of 2010.

22. WA 8th grader’s educational and employment trajectories - Finding #2: Before dropping out of high school, 50% of students who dropped out ever transferred and only 38% continuously enrolled Percent distribution of prior K12 enrollment patterns, by high school outcome

23. WA 8th grader’s educational and employment trajectories - Finding #3: CTC degree completers earned higher median annual income than those enrolled without completing; CTC degree recipients earn more income after they received degree

24. WA 8th grader’s educational and employment trajectories - Finding #4: GED recipients’ median annual income double after they receive GED credential

25. WA 8th grader’s educational and employment trajectories - Finding #5: Among those who dropped out and were in a DOC facility, 42% received a GED credential, 57% eligible for FRPL, and 21% in special education Participation in K-12 programs and GED credential completion status prior to incarceration for students who dropped out and were incarcerated in a DOC facility (Note: 6% of 8th graders who dropped out were in DOC facility; the proportion distributions for total eighth grader cohort are in parentheses)

26. WA eighth grader’s educational and employment trajectories: The process and challenges • Linking across multiple datasets • Data mining • Comparing results with other agency reports • Communication with partner agencies • Sensitivity of dropout and DOC study (Source: http://www.brett-tek.com/?p=60)

27. Washington teacher and school characteristics (forthcoming) • Cohort of study: Teachers who worked in WA public K12 schools in 2004-05 through 2007-08 (4 cohorts of teachers) • Tracking length: 2004-05 through 2012-13 (8 years) • Datasets: • OSPI SLDS staff tables, OSPI school and district characteristics from

28. Washington teacher and school characteristics: The process and challenges • Using SLDS data is a new experience • Finding the keys to link across data tables • Identifying schools that teachers actually served • Simplicity is sometimes hard to do

29. Lessons learned from these 4 briefs • Expanded understanding of the variation in students’ outcomes • High quality linking and identity matching is the key • SSNs are necessary to link education and employment data • Descriptive analyses provide baseline overview for more research • Data capacity for further analysis to inform cause-effect association

30. P-20W data use: Challenges and lessons learned • Legal • Data quality • Timeliness • Build strong Partnerships • Leverage of the expertise • Benefit from the successes of others

31. ERDC/P-20W research and reporting deliverables • Feedback Reports • P20 for K12 reports – http://erdcdata.wa.gov • P20 for CTC and Baccalaureate institutions in development • Research Briefs— • http://www.erdc.wa.gov/briefs/ • Recently-Asked Questions • http://www.erdc.wa.gov/faq/default.asp#text5

32. Contacts Contacts Education Research & Data Center (ERDC) www.erdc.wa.gov P.O. Box 43113Olympia, WA 98504-3113 Vivien Chen vivien.chen@ofm.wa.gov