The Delaware Department of Education collaborated SDP to produce the SDP College-Going Diagnostic. The diagnostic analyses examine students’ high school performance, college enrollment, and college persistence patterns, and compares these patterns across a variety of student characteristics and academic experiences.
SDP launched a College-Going Diagnostic research collaboration with the Tennessee Department of Education (TDOE) as part of a larger partnership between the two organizations. In defining the scope of work for this project, TDOE policymakers were particularly interested in investigating how students’ transition from high school to postsecondary education differed across schools, regions, and student subgroups. The SDP College-Going Diagnostic examines the extent to which Tennessee high school students faced specific barriers to postsecondary enrollment, such as inadequate academic preparation for college-level coursework and limited college access.
The Strategic Data Project (SDP) partnered with the Colorado Department of Education (CDE) and the Colorado Education Initiative (CEI) to investigate whether Colorado public school students who are academically behind their peers are disproportionately placed with novice teachers.
Denver Public Schools (DPS) collaborated with the Strategic Data Project to conduct the SDP Human Capital Diagnostic. The analysis focused on teacher recruitment, placement, development, evaluation/compensation, and retention/turnover. Because of the uniqueness of the data from DPS' ProComp teacher compensation system and its relevance to current policy discussions, we describe the evaluation/compensation analyses in depth and summarize the key findings from the other components of the diagnostic. These analyses have the potential to inform important education policy both in Denver and across the nation as education agencies consider revising traditional “lockstep” pay systems.
The New York State Education Department collaborated with SDP to produce the SDP Human Capital Diagnostic. The diagnostic is designed to identify patterns of teacher effectiveness and areas for policy change that could leverage teacher effectiveness to improve student achievement. It is also intended to demonstrate how education agencies can capitalize on existing data to understand its current performance, set future goals, and strategically plan responses.
The Strategic Data Project (SDP) partnered with the Cleveland Metropolitan School District (CMSD) to expand the use of data to inform policy and management decisions within the district. As part of this partnership, SDP collaborated with CMSD to analyze the high school graduation and college-going outcomes of CMSD students.
The Massachusetts Department of Elementary and Secondary Education collaborated with the Strategic Data Project (SDP) to conduct the SDP College-Going Diagnostic. This report examines key findings related to students’ college enrollment and college persistence patterns, and compares these patterns across a variety of student characteristics and academic experiences. The report highlights results primarily at the state level and, for illustrative purposes, for a handful of school districts and high schools.
The Strategic Data Project (SDP) partnered with the Colorado Department of Education(CDE) and the Colorado Education Initiative (CEI) to investigate statewide trends in students’ high school graduation and their enrollment and persistence in college. This brief summarizes several of the key findings from this research collaboration.
The Strategic Data Project (SDP) collaborated with the Colorado Department of Education (CDE) and the Colorado Education Initiative (CEI) to conduct SDP’s Human Capital Diagnostic—a series of high leverage, policy-relevant analyses related to the state’s educator workforce. SDP’s Human Capital Diagnostic investigates questions on five critical topics related to teachers and teacher effectiveness: recruitment, placement, development, evaluation, and retention.
Initiative (CEI) to produce the SDP College-Going Diagnostic. The diagnostic analyses focus on describing college enrollment and persistence rates of high school graduates across Colorado; describing patterns in students’ participation in college-level coursework (in particular, AP classes and concurrent enrollment participation) in high school; and investigating the extent to which students’ participation in AP classes and concurrent enrollment programs is associated with persistence at both two-year and four-year colleges.
This toolkit provides useful resources for designing and rolling out a high school graduate exit survey, as well as effectively analyzing survey results in a school district. Anyone who is interested in implementing a high school exit survey, reworking a current exit survey, or effectively analyzing survey results in a school district can leverage this resource.
Learn more about the [Graduate Exit Survey].
This case study, published by Harvard Education Press, describes how to use data to challenge assumptions, reveal student needs, address these needs programmatically, and evaluate results. It shows a team of data specialists and educators working together, across institutional and departmental boundaries, to determine why some high school seniors who intend to go to college after graduation do not enroll in the fall. Together, they develop, implement, and evaluate a summer counseling intervention program called Summer PACE to ensure that more students enroll seamlessly in college.