Longitudinal Data System (LDS)

Developing a Longitudinal Data System to Support 21st Century Learning in Wisconsin

The Wisconsin Department of Public Instruction has received funding to continue development of our Longitudinal Data System (LDS). This will enable DPI to satisfy key needs of our state’s educational priorities: closing the achievement gap, building 21st century skills and moving toward a PK-16 data system in which all stakeholders can make informed decisions based on sound data.

Developing a Longitudinal Data System to Support 21st Century Learning in Wisconsin is a proposal that will enable Wisconsin’s data systems to move in step with the State Superintendent’s vision of 21st century learning outlined in the New Wisconsin Promise. Our commitment is to close the achievement gap, equip students with 21st century learning, and create stronger links between PK-12 and the world of post-secondary education and/or the work force. So a rich educational picture of Wisconsin students can emerge in this data system—and we can evaluate whether Wisconsin is meeting the New Wisconsin Promise—we need to:

1. Build necessary datasets to inform PK-16 decision making, including additional student-level data sets from course completion and related data on Wisconsin educators.
2. Move the public reporting of education data into the LDS where disaggregated student data already resides as an attempt to reduce redundant effort and total costs
3. Develop both secured analytical tools and public reports that allow a variety of users to access LDS data on an ad hoc basis

In order for educators and other stakeholders to gauge progress on meeting these priorities, we need to have data that follow students over time, ideally PK-16 data. Currently, Wisconsin’s LDS system stores student-level achievement data from a variety of sources and while this data is critical, it is not comprehensive enough for our state’s demands and cannot answer pressing policy questions. For example, currently we do not have a way to analyze test scores alongside, or in comparison to, courses taken. By adding the elements listed above, we will be able to follow student achievement in a more holistic way, provide a more robust picture of student learning in Wisconsin, and a richer context for policy decisions. All of this is necessary if we are to move forward with our vision of preparing students for the 21st century and fulfilling the New Wisconsin Promise.

Several outcomes are expected. We expect that adding additional student-level datasets will lead to more robust research and analysis that will directly inform a PK-16 system. We expect that consolidating disaggregated student data with aggregated (publicly reported) data will result in improved public reporting at a lower total cost. We expect a greater variety of stakeholders will begin to access the LDS for data-mining by way of the interactive reporting tools we build, relying on the system as the central repository of education data in the state.

This project is funded by a $5.5M, four year grant from the US Department of Education, Institute of Education Sciences.

Last updated on 7/10/2009 11:56:37 AM