Using & Building Integrated Data Systems to Support Education Equity Actionable Intelligence for Social Policy July 2018 1
Complex Social Problems Require IDS The Opioid Crisis Two-Generational Poverty Educational Equity & Achievement Gaps 2
The Coleman Report 3
How can we address the 70% effect? 4
IDS Help Governments & Research Partners: Create Longitudinal Cohorts without New Data Collection Link Individuals Within a Family Unit or Household Better Understand a Whole Child in their Ecosystem 5
Intervention model testing Intervention model building Descriptive epidemiological study of a social problem Stages of IDS Use
KIDS institutionalized and became PHILADELPHIA Data Management Office in City KIDS INTEGRATED DATA SYSTEM Demonstrated effective use for entire cohorts of young children impacting policy & practice Researched multivariate data models to find variables that both uniquely & cumulatively impact early school success Evaluated the quality of evidence-based data elements to be considered for the model Developed legal & ethical agreements to link child data at the individual level across Health, Educ. & Human Services Siloed data & services in public agencies serving young children & families
PHILADELPHIA’S IDS HAS BEEN USED TO STUDY: • Individual and cumulative risk and protective factors across the population and for various subgroups • School-level concentration of risk and peer effects • How risk maps across neighborhoods and how that compares to the availability of high-quality pre-K • The impacts of pre-K expansion and other interventions 8
Implementing curriculum in national NATIONALLY Learning Community INSTITUTIONALIZED NETWORK OF INTEGRATED DATA Developed readiness assessment & SYSTEM (IDS) comprehensive T/TA curriculum to build & use IDS AISP funded to do a national scan of IDS efforts & study best practices Used in Philadelphia for highly visible commissioned policy research projects LOCALLY INSTITUTIONALIZED KIDS KIDS institutionalized and became INTEGRATED DATA Data Management Office in City SYSTEM (IDS) EPIC not institutionalized
AISP NETWORK 2018 10
Learning Community TA Currently working with 15 sites across 2 cohorts to develop IDS capacity
AISP Learning Community, Cohort 1 = deliverable Seminar Seminar Seminar AISP Network 1 2 3 On-going On-going On-going Pre Oct 2017 March 2018 Oct 2018 Goal I AISP network Goal II IDS Approach Goal III Governance Model and Research Review Process Goal IV Establish Foundational Agreements Goal V Develop Research Agenda and Data Use Model Goal VI Develop Staffing Plan Goal VII Develop Policies and Procedures, Focus on Ethical Use Goal VIII Develop Communication Process Goal IX Support Use and Sustainability
AISP NETWORK 2020 13
AISP Network Survey 2018 What do you consider to be strengths of What lingering challenges do you face as an your IDS? IDS? Top responses: Top responses: • Impacting policy and program decisions • Sustainable funding model • Data partner engagement • Metadata management • Linking to county & state data • Enabling access for external researchers • Linking to federal data What policy areas do you anticipate will be of highest interest to your IDS and local policy-makers over the next three years? Top responses: • Early childhood education • K-12 education • Juvenile justice • Housing & homelessness • Social determinants of health 14
Questions? Adeliaj@upenn.edu Barghaus@upenn.edu 15
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