Having high-quality child outcomes data is more important than ever. The data are a focus of accountability in OSEP’s Results Driven Accountability Initiative. State early intervention and preschool special education programs collect and use these data to measure progress towards program-level and system-wide outcomes.
Data linking partnerships can yield significant benefits, such as administrative efficiencies and access to additional data to answer policy questions and inform program improvement.
There is no requirement for Part C or Part B 619 programs to link data with other programs, but some states do. Given the extra time and effort it takes, why do some programs pursue data linking?
Author: Bruce Bull, DaSy Like most things in life, data systems don’t last forever. Data systems need to be enhanced to keep current with new data requirements, security standards, improved […]
Authors: Denise Mauzy and Haidee Bernstein, DaSy A recent policy guide from the Education Commission of the States asserts that “when states treat data collection and analysis as a lesser […]
Authors: Denise Mauzy, Bruce Bull, and Haidee Bernstein, DaSy I just learned about two different data breaches! I know my state needs to strengthen our data breach polices and hold […]
Author: Haidee Bernstein, DaSy This is the first of a two-part blog. The main goals of these blogs are to (1) promote a greater understanding of what it means to […]
Authors: Denise Mauzy and Bruce Bull, DaSy You have heard it before: Formal data governance is important. It establishes responsibility for Part C and/or Part B 619 data, enables program […]
Authors: Cornelia Taylor and Denise Mauzy, SRI International “The goal is to turn data into information and information into insight.” — Carly Fiorina, former chief executive officer and chair of […]
This short blog post from Whole Whale identifies three key components for building a Data Culture and outlined the role that each play in the process. It’s a helpful introduction […]
