Data Initiative Survey link
Over the last decade, there has been increasing demand to assess institutional performance and student outcomes from various groups including the System Office, individual colleges, accreditation agencies, grant funders, policy advocates, elected officials, educational organizations, media outlets, and other government agencies. With these growing demands there is a need for a robust informational system and efficient collection process that result in accurate, timely and accessible data beyond the limitations and scope of the current system.
The Data Initiative officially kicked off on May 4, 2012 and is led by Chris Cline and Bill Schneider. Executive oversight is provided by Dr. Saundra Williams from the System Office and Dr. David Shockley, President of Surry Community College. This multi-year initiative will aim to be completed by 2015.
Contact Chris Cline (919) 807-6985 or Bill Schneider (919) 807-6979
For more information, please see side panel.
Most Recent Activity Report
December 2013 Activity ReportTuesday, November 26, 2013 - 10:39
While the Basic Skills Focus Area Team continues its diligent work on literacy data, their efforts thus far have already resulted in significant benefits to local colleges.
Efficiency: Because the Focus Area Team simplified the Literacy Education Information System (LEIS) form, which collects literacy data for the National Reporting System (NRS), colleges have seen significant personnel and monetary savings because the form:
· simplified the information collected, reducing the form to two required pages;
· reduced the time required for faculty/staff to complete the LEIS form, and
· better aligned the Colleague screens with the NRS report, increasing the efficiency and validity of data entry.
Data Validity: As a result of new quarterly data reports, colleges now have an opportunity to identify and correct errors before submission of the final report. Through the detailed reports, colleges can isolate students with no placement test scores, no post-test scores, and/or invalid test ranges and determine the causes of those errors. Previously, colleges were faced with manually tracking this information through a variety of spreadsheets and double entry of pre- and post-test scores. Now, faculty and staff can concentrate more fully on instructional quality versus data entry. In addition, colleges now have a better and deeper understanding of the nature and purpose of the data changes as a result of the joint training that was conducted by the subject area experts and the Basic Skills state staff. This combination of technical application with policy implications helped to demonstrate both the how and the why for the data changes.
Student Success: One of the most important impacts, however, of the Basic Skill’s Focus Area Team’s work has been the ability that colleges now have to use data to guide program improvement and student success. For the first time, colleges have quarterly data reports that allow them to view valid and reliable data on student learning gains. Obviously, by tracking student outcomes colleges are better able to identify potential problems and isolate root causes early on. They are able to track their status in relation to both state and federal performance measures and make necessary instructional and programmatic changes as necessary. The end result, as the reports continue to expand, will be improved student success!
|Recent Activity Reports||Post date|
|December 2013 Activity Report||2013-11-26 10:39|
|September 2013 Activity Report||2013-09-05 14:25|
|July 2013 Activity Report||2013-07-22 10:54|
|June 2013 Activity Report||2013-06-19 13:54|
|May 2013 Activity Report||2013-05-30 13:50|
|April 2013 Activity Report||2013-04-25 08:27|
|March 2013 Activity Report||2013-03-28 08:23|
|February 2013 Activity Report||2013-02-04 10:20|
|January 2013 Activity Report||2013-01-07 13:51|
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