DATE sponsors annual Data Quality Institutes (DQI's) to help states develop and implement Perkins IV data systems that yield valid, reliable, and complete data on students who enroll in career and technical education programs.
Information related to the 2018 DQI will be released this Spring.
The annual Data Quality Institute (DQI), hosted by the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE), Division of Academic and Technical Education, was held on November 16-17, 2017, at the Conference Center at the Maritime Institute in Linthicum Heights, Maryland.
The DQI is designed to help states leverage data to assess and share information on career and technical education (CTE) student and program outcomes. Federal expectations for state reporting on CTE student and program performance are anticipated to be modified and extended with the imminent reauthorization of the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). Accordingly, the theme of the 2017 DQI—Cross-state Collaboration to Improve CTE Performance Accountability—was on sharing promising practices to support states in refining their CTE data systems to address new federal and state reporting needs and improve CTE programs. The 2017 DQI sessions were organized around three strands:
DQI Agenda & Speaker Bios (PDF, 1.8 MB)
Breakout Session #1:
Breakout Session #2:
Breakout Session #3:
For more information regarding the DQI, please contact our meeting coordinator at RTI International: Olivia Rice, firstname.lastname@example.org or
For any additional questions, please contact Jay Savage at Jay.Savage@ed.gov or (202) 245-6612.
The Office of Career, Technical, and Adult Education (OCTAE) hosted the 2016 Data Quality Institute (DQI) for state secondary and postsecondary career and technical education (CTE) agency staff on October 27–28, 2016.
The reauthorization of the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) is anticipated to reinforce and extend federal expectations for state reporting on CTE student and program performance. Accordingly, the focus of the 2016 DQI—Using Data to Assess CTE Student Outcomes—was intended to support states in refining their CTE data systems to address federal and state reporting needs. DQI sessions were organized around three strands relating to data access, analytics, and communication—all of which are expected to play a critical role in assessing CTE student outcomes.
The theme of the 2015 Institute was "Data Sharing." Institute sessions were designed to support states in accessing and using data to improve the collection and reporting of performance information on CTE students and program outcomes over time. Sessions were organized around three strands. Each strand addresses a specific set of issues related to the identification, collection and use of CTE student and program data. These strands included:
2015 DQI Agenda (PDF, 328 KB)
The 2014 DQI was held on May 6-8 in conjunction with the 2014 National Association of Career Technical Education Information (NACTEI) Conference. The conference was designed to promote the development and improvement of career-technical education information, finance and accountability systems. Several data quality sessions were offered during the conference, presented by state representatives, OCTAE staff, and expert researchers.
The 2013 V-DQI was held on June 27-28. Visit the 2013 V-DQI website to access all session materials, recorded webcasts, and other resources.
Session 1: Welcome and Introductions
OVAE and DATE leaders will discuss the status of the CTE Transformation Strategy, share the Department’s plans for Perkins reauthorization, and provide their perspectives on the 2013 DQI theme: Evaluating CTE Programs and Using Data for Improvement.
Watch webcast (Duration: 00:12:25)
Session 2: Building a Research Agenda: Materials from the Regional Educational Laboratory, Northeast & Islands
Panelists from REL-NEI will present materials used in their work to create long-term research agendas with eight research alliances. The publicly-available materials can be adapted by conference participants for use in their own organizations.
Watch webcast (Duration: 01:36:09)
Session 3: CTE Local Program Evaluation
Evaluation expectations and strategies for local programs.
Watch webcast (Duration: 00:59:56)
Session 4: Data, Research, and Analytics: Career and Technical Education as Exemplar
Perhaps more than ever, "the power of data" matters for our schools. Yet, many struggle to fully understand how this information can and should be utilized to enhance student outcomes. This session will provide a comprehensive review of the vast array of data, research, and analytic information developed, specifically, around career and technical education. However, the analytic processes utilized are transferable to almost any educational program. Participants will learn how to use data from their own state and local school districts and colleges to produce similar empirical insights.
Watch webcast (Duration: 00:42:36)
Session 5: Making CTE Data Meaningful, Accessible, and Actionable
Borrowing from the world of business intelligence, NAPE has developed interactive equity data dashboards for SEAs and LEAs using Perkins data. The dashboards are based on visual analytics tools used by the Michigan Department of Education and allow stakeholders to explore equity questions about their CTE programs. Panelists will discuss how the tools and process could transform your CTE programs for under-represented students and will demonstrate Michigan’s equity dashboard, which contains Perkins indicator data disaggregated by special populations.
Watch webcast (Duration: 00:42:12)
Session 6: Internal State Meetings
State and local partners meet (in person or virtually) to discuss the state’s strategies for program evaluation and improvement. Building upon the pre-meeting discussions with your state and local partners, discuss your evaluation strategies and plans.
Session 7: Data-Driven Continuous Improvement
Learn how schools and colleges around the country are increasing the diversity in their CTE programs through an evidence-based, data-driven, program improvement process aligned with OVAE’s continuous improvement model.
Watch webcast (Duration: 00:58:46)
Webinar 8A: Sharing Industry Certification Data
Many postsecondary CTE students earn certifications from industry organizations. Lead participants in the National Data Sharing Project discuss current and upcoming activities to expand efforts to new states, industries and certifying bodies.
Webinar 8B: Maximizing Online LEA Plan and Analysis Capabilities for Targeted Improvement Strategies
Discover how West Virginia transitioned the traditional LEA Plan paper document to an online system with capabilities to analyze individual and composite LEA data. The session will highlight West Virginian’s LEA Plan components and the state’s process of reviewing existing strategies, developing drop down lists to identify suggested strategies, launching the online LEA plan, and analyzing results to identify best practices.
Webinar 8C: Discuss Results of Internal State Meetings
Share the results of internal team discussions on June 27 about evaluation and data use and obtain feedback from other states. This discussion will also inform OVAE about ideas for future technical assistance, topics for the Next Steps Working Group, or state director meetings.
Webinar 9A: Creating a Community of Data Users in the National Reporting System for Adult Education
The National Reporting System (NRS) for adult education is the outcome-based reporting system for the State-administered, federally funded adult education program authorized under the Adult Education and Family Literacy Act. Since its inception, the NRS has developed and delivered a variety of annual training opportunities to encourage and support state and local program staff in their use of performance data for program monitoring and improvement. Professional development activities in the NRS are based on a "train-the-trainer" model which enables state staff to roll out data initiatives statewide. This session will introduce participants to the NRS training model and provide examples of implementation efforts from the state perspective. Participants will discuss their own successes and challenges in fostering data use communities in their state and local programs.
Webinar 9B: More Information Through SLDS
State longitudinal data systems (SLDS) will offer expanded opportunities to access and use data for improvement. Pennsylvania panelists will describe the process their state is following to catalogue policy questions and identify data gaps, and will offer insights into the challenges and recommendations that resulted from the process.
Session 10: Closing General Session
Meeting highlights and next steps.
Watch webcast (Duration: 00:16:31)
The 2012 V-DQI was held on June 6-7. Visit the 2012 V-DQI website to access all session materials, recorded webcasts, and other resources.
Watch webcast (Duration: 3:38:26)
Session 1: National Perspectives on the Inclusion of CTE and Workforce Data in State Longitudinal Data Systems
SLDS, WQDC, DQC = How do these data initiatives interact with each other and what does their relationship to each other mean for access and analysis of quality CTE data?
Session 2: The Wonderful World of Data Sharing Agreements
Development and implementation of SLDS imply agreement to access data across education levels, state agencies, and potentially non-governmental entities. This session will explore the opportunities and challenges in the creation of effective data sharing agreements.
Session 3: Data Sharing Agreements with Industry Certification Organizations: A Prototype
The State of Illinois and CompTIA, an industry provider of IT certifications have forged a data sharing agreement that enables educational agencies to access industry certification results.
Watch webcast (Duration: 1:09:51)
Session 4: P20/W and CTE Contributions to SLDS Implementation: Status of the CTE Work Group
CTE's emerging participation with the larger SLDS conversation has the potential to influence the ongoing-design and development of SLDS. Significant steps are taking place. Panelists will brief participants on the current status of CTE's engagement and their hope for further involvement.
Session 5: P20/W Data Driven Decision Making: State Approaches for Data Analysis and Use for Program Improvement
The states of Maryland, Pennsylvania, and Washington will offer examples of how they approach access to various data sources for analysis and use in program improvement.
Preamble: Importance of Data to CTE
By Kim Green, Executive Director, NASDCTEc/NCTEF
Keynote Panel: National Perspectives on Implementation of State Longitudinal Data Systems
By Tate Gould, Lyndsay Pinkus
Session 1: Link SLDS Across the P-20 Education Pipeline and Across State Agencies
By Jay Pfeiffer, Tate Gould, Lyndsay Pinkus
Session 2: Ensure CTE Data Can Be Accessed, Analyzed, and Used
By Sharon Enright, Kathy Wilkins, Rebecca Shah
Session 3: Build Capacity of CTE Stakeholders To Use Data For Effective Decision Making
By Donna Brant, Scott Parke, Laura Sonn
OCTAE Introduction of State Team Planning Time: Assessing your capacity
By Sharon Miller, John Haigh
Session 4: Department of Education Privacy InitiativesBy Kathleen Styles
Part A: EDEN/EDFacts
By Ross Santy
Part B: Rethinking NCES Data on Education and Work
By Sharon Boivin