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The United States Department of Education has recently launched ED Data Express to make some of the Department's data available to the public. There are a variety of "views" of the data (e.g. state "snapshots," state tables), as well as the opportunity to build your own view.

Socrata, using "social networking, cloud computing, data visualization and analytics, mobile and location-based services, internet-scale databases and Web publishing" enables users to effectively share their data, thus facilitating "social data discovery."

Discusses actions for state policymakers to take to strengthen their P-20 data systems to increase college and career readiness. (Data Quality Campaign, January 2012)

This brief makes a case for using cohort and momentum point data, disaggregated by gender, ethnicity, and institution, to improve program practices and community college system policies in California. Findings indicate that too few students reach transfer, retention, and completion milestones, and that a large percentage of students do not always follow enrollment patterns or degree checkpoints, as intended by policy. The brief outlines three recommendations: improving campus data collection practices, creating accountability structures through new funding models and assessment policies, and using data to align institutional and system-level efforts (Institute for Higher Education Leadership & Policy at California State University Sacramento, October 2010).

"The Imperatives for Change (IFC) Baseline Report is the culmination of a year of collaborative work among MDHE staff, institutional leaders and staff, and other valued stakeholders. The Baseline Report establishes the starting point for Missouri's statewide strategic plan for higher education, and includes four sections that contain baseline data information, expanded data and analysis, technical methodologies and data definitions, and institutional-specific performance measures selected and agreed upon by public two-year and four-year institutions."

Annual remedial report includes data on participation, student success and cost, as well as high school feedback data. This year's report includes detailed graduation information for remedial students. (Colorado Commission on Higher Education, February 2011)

Article and data show that only 41% of 2009 New York high school graduates met the English and math state Regents scores that experts predict would allow students to earn a C or higher is college course in same subject. (New York Times, 02/07/11) Link to NYT data document http://graphics8.nytimes.com/packages/pdf/nyregion/20110208regentsGradRates.PDF

An analysis by the Michigan Department of Education shows that at more than half of high schools, fewer than 10% of students graduating this spring are college ready. For the first time, state data measures the extent of college readiness at every high school. (Detroit Free Press, 02/21/11) Also See: http://www.michigan.gov/documents/mde/Many_Michigan_high_school_grads_not_ready_for_college_346220_7.pdf

This report, commissioned by the Lumina Foundation, measures national and state-by-state progress on the "Big Goal," an initiative calling for 60% of Americans to hold a high-quality postsecondary credential by 2025. Individual state pages contain an attainment narrative and several data graphics, disaggregated by ethnicity, attainment level, and county, where available. The report uses National Higher Education Management Systems and American Community Survey data to show current attainment rates and the gap between present rates and the 60% goal.

The study follows a cohort model and tracks the course-taking patterns of first-time community college students over a seven-year period. The data suggest that aspirations, age, ethnicity, and institutional factors affect students' completion of a developmental course sequence. After presenting the descriptive data, the authors outline five policy implications for their research. Three are particularly relevant to policy discussions we have had at Getting Past Go: using common assessments and early interventions to reduce the need for developmental education; identifying delays in course-taking to develop better-aligned support; and, addressing the issue of students not completing remediation from the lowest course levels.

Examines three states -- Florida, Oregon, and Ohio - that have built powerful new data systems that track student progress after high school into the work force and college. (Chad Aldeman, Education Sector, January 2010)

This newsletter, produced for the Achieving the Dream initiative, provides a brief analysis of data collected by the initiative. It includes several issues dedicated to developmental studies. (JBL Associates, Quarterly, November/December, 2008)

Action Analytics, which they define as "a multi-dimensional effort aimed squarely at fundamental and strategic education reform in the context of massive economic, social, and technological change... [A]ction analytics strategically uses data, statistics, predictive modeling and visualization to promote student success, achieve institutional efficiency, and demonstrate transparency."

Urges states to track how well high school graduates perform in college so that the schools can better prepare students for and succeed in postsecondary education. States should track postsecondary enrollment, remediation and credit accumulation. Recommends four actions for states to take to track and publish these data. (J.B. Schramm and E. Kinney Zalesne, October 2011)

Discusses the failures of the current college remediation policies and programs, offers suggestions to fully prepare students for college, and suggests that co-requisite and additional academic supports could help unprepared students succeed. Link provides access to Full Report, Executive Summary, Data Tables and State Profiles. (Complete College America, April 2012)

Summarizes states' efforts to provide information on success of K-12 students after high school, such as postsecondary enrollment, remediation, persistence and degree completion. (Data Quality Campaign, December 2011)

This annual report summarizes and disaggregates data on New Mexico high school graduates who require college remedial courses. The percentage decreased by 3.1% from 2008 to 2009. NM has implemented several initiatives to better prepare students for college.

Joyce Foundation approach to systems change for state policy for ensuring that state postecondary, adult basic education, skills, and credentials needed to advance and succeed in our changing economy. Their approach: uses data to foster improvements;pursues policy changes to leverage improvements; engages the field to generate ideas for buy-in; and builds strategic communications to cultivate skakeholder support for systemic change.

Provides an analysis of over 50 state and postsecondary system reports on remedial education that the Getting Past Go project reviewed. Overall, GPG found that data contained in the reports fell into three main categories: participation of students in developmental education; success of developmental education students; and cost of developmental education. (Mary Fulton, Education Commission of the States, April, 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

In a press release, Connecticut Higher Education Commissioner Michael Meotti and State Education Commissioner Mark K. McQuillan discussed the work of the state's P-20 Council. The council works in three areas: building partnerships between school districts and higher education institutions, aligning data across all educational units, and strengthening the preparation and professional development of teachers and principals.