• States are better positioned to inform policy discussions around early childhood education readiness and college readiness than they are for career preparation. Because 36 states are able to connect early learning, K-12, and postsecondary education systems, those connections allow for continued alignment and feedback. But just 11 states have made the connection between the K-12 and workforce systems.
  • States have built data systems and are taking efforts to establish governance bodies across involved sectors. But those governance bodies have not all taken the next step to examine how to truly maximize the power and potential that data offer.
  • States are increasingly providing appropriate access to data, but the DQC emphasized that more needs to be done to expand access to data.

Guidera said the DQC is working to ensure that educators and stakeholders are able to access and use data as effectively as possible. Parents and students, too, should have access to unique student data to better help parents and students make important education decisions.

Forty states now give principals individual student information, and 22 states give this same information to teachers. But just eight states give individual student information to parents, and only five give that information to the students themselves.

“How do we build stakeholder capacity to effectively use this data?” Guidera asked. “There’s an incredible opportunity for states to use their policy-making authority to use data and improve teachers’ capacity for using data.” This includes making sure that schools of education ensure teachers have the competency to access and use such data, she added.