Is your school district collecting good data?

It is easy to throw together a data set, haphazardly collecting data that are thought to be important...but it can be challenging to put together a thoughtful and purposeful list of data elements, each with a clear requirement and use in mind.

Is the data required?

Put together a comprehensive list of the data that is vital to collect. Consider all the ways each department and school use the data you’re collecting to ensure nothing is missing (think internal requirements, local/community requirements, government requirements).

Do you know which departments need what data?

Once you determine the data you need to be collecting, assign ownership to those indicators. By assigning ownership(s) you’ll discover what indicators are being reused and you can begin to look at the consistency in the data between staff, departments and schools.

Is the data source reliable?

Determining if the data is quality data is critical. Now that you’ve determined what is being collected and by whom, you can begin to understand how that data is measured and if it’s consistent and reliable. This is a good time to review data collection methods and processes and determine what your best practices are.

Does the data have a consistent timeline?

Data is measured and required on different timelines. Understanding the various timelines for all the data collected will help to determine a path forward and align your internal and external requirements. Determine the frequency of data collection (hourly, daily, monthly, by semester etc.) that the data is captured, reported and required.

Is the data well defined?

Is there a primary definition for the data that you can reference (a federal source, for example)? By providing clear definitions of each data element you collect, you will be better able to compare and review the data in meaningful ways. Ensuring the data is well defined also ensures it’s being accurately counted - by everyone.

Does the data have or provide context?

Numbers and stories with context don’t tell us… anything. To avoid comparing apples to oranges, use contextual indicators to allow for meaningful comparison. This may include service area population, average class size, or financial metrics. Using contextual PIs in combination with other indicators will help to normalize the data (KPIs) so your comparisons make sense.

In addition to KPIs, contextual PIs are useful when filtering your data. Using them allows you to group and dive into a specific segment of your data collection… without making it complicated or having to use formulas.

Does the data align with your strategic goals?

Additional granular data can be useful in helping to demonstrate how you’re meeting your strategic goals. When evaluating what additional performance indicators should be included, assess how they’ll help to support your strategic goals and track effort. Additional performance indicators can help to round out your data collection.

Is the data timely or new?

Don’t be afraid to add new indicators if they reflect timely changes and can support advocacy efforts in the future. Review our eMeasures, performance indicators surrounding electronic access, and incorporate some of these measures at your organization.

Ensuring your data collection is reflecting your effort and current/future reality is critical.

SDS can support your school district in creating a meaningful data collection that supports your needs, wants and efforts. Download the checklist to get started.

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