Published Online: January 26, 2010
Published in Print: January 27, 2010, as Data Mining

Report Roundup

Data Mining

"Using the Right Data to Determine if High School Interventions Are Working to Prepare Students for College and Careers"

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

A new report lays out a strategy to enable districts and states to pool data and determine which interventions are most effective for getting students on track to attend college or launch a career.

In the paperRequires Adobe Acrobat Reader, which was published last week by the National High School Center at the American Institutes for Research, researcher Chrys Dougherty contends that educators can draw on longitudinal data on students to determine how far off the college-and-career track their students are when they enter high school—a higher standard than indicators showing simply whether students are on grade level. By pooling such data with statistics from other jurisdictions, the report adds, educators can figure out which interventions are most likely to work with which students.

As an example, Mr. Dougherty draws on student data from Arkansas and Texas. His analysis finds that most students are not on the college-and-career track upon entering high school and that typical interventions, such as requiring students to take additional higher-level mathematics courses, do not work with the students who are furthest off the mark.

Mr. Dougherty is a senior research scientist at the National Center for Educational Achievement in Austin, Texas, which is a partner in the federally funded high school center.

Vol. 29, Issue 19, Page 5

Related Stories
You must be logged in to leave a comment. Login | Register
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented