This module is divided into three parts:

Part I.   Introduction

Part II.  Data Collection: How Am I Doing?

Part III. Resources

Part I outlines why collecting and using data is important and provides tips on collecting quality data.  Part II is designed to help you determine how your facility is doing in terms of collecting quality data that is accurate and complete and offers suggestions on how to improve collection practices. Part III provides additional resources on data collection, including further reading, step-by-step guides, and information on data systems currently in place throughout the country.

Data collection: How am I doing?

In order to improve, you need to know where you are now. Building your institution’s capacity for collecting data is the first step to improving decision making. However, that data will not be meaningful and effective if you cannot ensure that it is being collected in an accurate and consistent manner. Answer the questions below to get a better idea of how your institution is doing in terms of collecting quality data.

[Click here for a printer-friendly version of the table below.]

Data Collection and Data Quality
1.	Do you record student information in the following areas:
	(a) Mental health?	Yes/No
	(b) Physical health?	Yes/No
	(c) Special education status?	Yes/No
	(d) Reading achievement?	Yes/No
	(e) Math achievement?	Yes/No
	(f) Coursework completed?	Yes/No
	(g) Credits earned?	Yes/No
	(h) Grades?	Yes/No
	(i) Vocational skills?	Yes/No
	(j) Student goals?	Yes/No
2.	How often are student records updated?
3.	How are updates accomplished (e.g., meetings with teachers/counselors/transition coordinator, progress monitoring assessments)?
4.	Who is responsible for updating student records? (Is this person your transition coordinator?)
5.	Have these individuals received training in the data collection process (on the assessments used, the forms used, how to code responses)?
6.	How often is the data collection monitored? (How often does someone check to ensure that student records are current?)
7.	How many students (number/percentage) leave the facility with updated records?	Total ____   ____%
8.	Average number of days to transfer student records to next placement?

 

What can I do?

Take note of the information contained in the table above. If there is information missing, are you aware of the reason? How does the information that you collected compare to what you know to be true about the students in your facility? If you have multiple individuals responsible for collecting and inputting data, does it appear that they all have a consistent understanding of the appropriate methods and schedules for the data collection process?

Of primary importance is a formal and established system for data collection that ensures consistency across all facility personnel. A schedule must be determined for both the collection and entry of each type of data, and specific roles must be delineated to coordinate responsibility for each step (e.g., new student assessments are to be completed and recorded by the enrollment coordinator within 72 hours of entry into the facility; grades, courses completed, credits earned, and independent learning plans are to be updated by the classroom teacher by the end of the day each Friday).

It is also important to have standards in place throughout the facility to ensure quality data collection, as well as guidelines for how personnel will be expected to meet the standards. For example, while the goal may be for 100 percent of the fields to be completed on all student records, staff must also be aware of what notation should be made in the event that information is missing. Having clear guidelines will help distinguish missing data from recording and data entry errors.[1] There should be specific individuals responsible for regular audits of the information collected to ensure that data is being collected consistently, completely, and according to the established schedule.

In some States or counties, the entire juvenile justice system has an automated data collection system, which allows facilities to enter student information into a common database that can then be made available to other facilities and/or schools within the system at a moment’s notice. One such system is currently in place at the Los Angeles County Office of Education (LACOE), the agency responsible for youth attending Los Angeles’ Juvenile Court and Community schools. The system allows for the smooth uploading of student records from placements outside the system, as well as instant access to student records when transitioning between LACOE facilities. Other States with similar electronic student databases include Michigan, Oregon, Missouri, and Florida, and the city of New York.

The benefits of an automated system include[2]:

• Cost savings and cost avoidance —While the initial costs to establish the system may appear prohibitive, the savings in time and personnel can make up the difference in the long term.
• Quicker response —An automated system allows for the frequent updating and retrieval of student records, particularly important in the juvenile justice environment where students move frequently and with little notice.
• Accuracy —A well-designed system, where all personnel are aware of the individual data elements, will enable data to be shared, analyzed, and reported with confidence.
• Getting the needed information —An effective system provides “information required on request, easily, and without burdensome trial-and-error searching.”[3]
• Moving data among different education agencies —Sending information electronically makes it easier for the receiving institution to incorporate student data without having to reenter it.

E-Rate

A resource which may be helpful for States, districts, and facilities contemplating implementing an electronic data system is the Schools and Libraries Universal Service Support Mechanism (E-Rate), which provides subsidies to public and private schools, libraries, and consortia of libraries to help with the purchase of telecommunications services, Internet access, and internal networking equipment. Service and equipment discounts range from 20 to 90 percent and depend upon the level of poverty and the urban or rural status of applicants. E-Rate funding comes from a Universal Service fee charged to telecommunications service providers, including most local phone companies. The program is administered by the Schools and Libraries Division of the not-for-profit Universal Service Administrative Company (USAC) and is overseen by the Federal Communications Commission. For more information on E-Rate, read E-Rate Funds Available To Help Support Communication and Technology Needs for the Education of Youth Who are Neglected or Delinquent.

The resources included in the next section provide further reading on the benefits and importance of collecting quality data. Also referenced are step-by-step guides for creating data collection processes and automated data systems. Finally, you will find information on data systems currently in place throughout the country, specific to the juvenile justice environment.

 

Next: III. Resources

[1] National Forum on Education Statistics. (2004). Forum guide to building a culture of quality data: A school & district resource (NFES 2005-801). U.S. Department of Education. Washington, DC: National Center for Education Statistics

[2] U.S. Department of Education. National Center for Educations Statistics, National Forum on Education Statistics. Building an Automated Student Record System. NCES 2000-324. Project Officer: Beth Young. Washington, DC 20006.

[3] Ibid.

 

Published August 2005

 

Check out the Academic Assessment and Curricula module from NDTAC's Self-Study Toolkit.

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