Data Collection, Use, and Quality
The materials listed below are from the Data Quality Institute (DQI) sessions from 2005 to 2011. The 2011 sessions are also available in Webcast.
Rethinking NCES Data on Education and Work
Importance of Data to CTE
Data Quality Campaign
Ensuring CTE Data Can Be Access, Analyzed, and Used
State Action 5: Role-Based, Timely Access to Information
Building Capacity of CTE Stakeholders to Use Data for Effective Decision Making
How Does Data Inform Our Practice
Improving Data Quality: Defining Data Quality Criteria and Standards
Clearing the Air: Entry versus Exit Populations
Clearing the Air: Entry versus Exit Populations: Colorado Community College System
Placement & Retention with Data in California
Administrative Records Matching
Collecting Special Populations Data in California
Entry and Exiting Cohorts: How to Create an Entry Cohort and How to Use the Cohort Performance Measure 2P1 Postsecondary Completion (Illinois)
A Case Study from Minnesota on the New Perkins Management and Accountability Measure 2P1- Degree Credential: A Comparative Analysis of Using Entry or the Exit Cohort Approach
Entry and Exiting Cohorts: How to Create an Entry Cohort and How to Use the Cohort Performance Measure 2P1 Postsecondary Completion (Wisconsin)
Wisconsin Technical College, Measuring Skill Attainment
Measuring Nontraditional Participation
Massachusetts' Approach to Secondary Nontraditional Data Collection
Tracking Nontraditional Gender Employment and Instructional Programs in California
Minnesota's Perspective on Standardizing the Postsecondary Nontraditional Performance Indicators: Connecting the Ideal to the Data and Making it Real
CTE and Tech Prep Accountability
Minnesota Pivot Table
Minnesota Pivot Table- 12 Credits
Graduation Counts: A Report of the National Governors Association Task Force on State High School Graduation Data
This page contains links to resources created and maintained by outside organizations that may be useful to the reader. The Department is not responsible for the accuracy of the information contained therein. Inclusion of this information does not constitute an endorsement by the U.S. Department of Education of any products or services offered or views expressed.
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