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From Compliance to Learning: A System for Harnessing the Power of Data in the...
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Bevindt zich in: Wharton, New Jersey, Verenigde Staten
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eBay-objectnummer:325704424014
Specificaties
- Objectstaat
- ISBN
- 9781464810589
- EAN
- 9781464810589
- Subject Area
- Computers, Education
- Publication Name
- From Compliance to Learning : a System for Harnessing the Power of Data in the State of Maryland
- Publisher
- World Industries Bank Publications
- Item Length
- 10 in
- Subject
- Management Information Systems, General, Evaluation & Assessment, Statistics
- Publication Year
- 2017
- Series
- World Bank Studies
- Type
- Textbook
- Format
- Trade Paperback
- Language
- English
- Item Height
- 0.4 in
- Item Weight
- 12.3 Oz
- Item Width
- 7 in
- Number of Pages
- 152 Pages
Over dit product
Product Identifiers
Publisher
World Industries Bank Publications
ISBN-10
1464810583
ISBN-13
9781464810589
eBay Product ID (ePID)
234088801
Product Key Features
Number of Pages
152 Pages
Language
English
Publication Name
From Compliance to Learning : a System for Harnessing the Power of Data in the State of Maryland
Publication Year
2017
Subject
Management Information Systems, General, Evaluation & Assessment, Statistics
Type
Textbook
Subject Area
Computers, Education
Series
World Bank Studies
Format
Trade Paperback
Dimensions
Item Height
0.4 in
Item Weight
12.3 Oz
Item Length
10 in
Item Width
7 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2017-446302
Dewey Edition
23
Illustrated
Yes
Dewey Decimal
371.209752
Synopsis
This study builds on a 2015 World Bank report that assessed education management information systems (EM IS) in the State of Maryland. That report uncovered a successful system and this one expands on lessons learned and ways to apply them in practice., From Compliance to Learning: A System for Harnessing the Power of Data in the State of Maryland builds on a 2015 World Bank report that assessed Education Management Information Systems (EMISs) in the state of Maryland. That report uncovered a successful system, and this one expands on lessons learned and ways to apply them in practice. The goal of this study is to distill Maryland's good practices in education data systems and share them in a way that is useful to education stakeholders interested in harnessing the power of data to strengthen learning outcomes. This study also examines the history of education data collection and use in the United States with a focus on Maryland, including a review of federal and state legislation that has helped to shape Maryland's education data policies and systems.In the digital age, information is power. When information is effectively harnessed and aligned with student learning, it carries the potential to radically transform the delivery of education, as well as the sector as a whole. Increasingly, education systems are moving away from using education data narrowly for compliance purposes; instead, they are embracing data as a tool to drive systemwide innovation, professionalization, and, most importantly, learning. Whether to prioritize and optimize data and information systems around student learning is no longer an option; it is imperative for education systems that aim to excel and achieve strong learning outcomes. Over the past several decades, fundamental shifts have occurred in the way that education data are collected, managed, and used. Today real-time learning data inform classroom instruction; predictive analytics identify at-risk youth before they drop out of school; and data from preschool to workforce are linked to help guide education reforms. These represent just a few of the innovative ways that schools and other stakeholders across the United States are harnessing data to improve education.The state's success in establishing an enabling environment for education data systems and data utilization has built a strong foundation. Maryland effectively aligned a complex, statewide data system to deliver value. Prioritization of integration and alignment was key. The state then launched a longitudinal data system center that would drive an adaptive education system with insights that track students from pre-kindergarten to entry in the workforce. Data across the state are high quality and follow strict rules to preserve privacy and enhance security. Maryland's utilization of data also offers valuable lessons. The statewide data system supports policy makers and decision makers in planning and management, as well as teachers, students, and families in instruction and learning. Consistent across Maryland's structuring and use of data systems were a strong vision and a road map to execute that vision.Maryland's journey offers many lessons, not only for countries with advanced data systems but also for those in less developed stages. While the technology and information exist to achieve data for learning, harnessing data within the right information system and ensuring utilization are challenging endeavors. An array of factors must align--leadership, policies, processes, and resources, to name a few--to effectively harness data to support and drive strong learning outcomes., From Compliance to Learning: A System for Harnessing the Power of Data in the State of Maryland builds on a 2015 World Bank report that assessed Education Management Information Systems (EMISs) in the state of Maryland. That report uncovered a successful system, and this one expands on lessons learned and ways to apply them in practice. The goal of this study is to distill Maryland's good practices in education data systems and share them in a way that is useful to education stakeholders interested in harnessing the power of data to strengthen learning outcomes. This study also examines the history of education data collection and use in the United States with a focus on Maryland, including a review of federal and state legislation that has helped to shape Maryland's education data policies and systems. In the digital age, information is power. When information is effectively harnessed and aligned with student learning, it carries the potential to radically transform the delivery of education, as well as the sector as a whole. Increasingly, education systems are moving away from using education data narrowly for compliance purposes; instead, they are embracing data as a tool to drive systemwide innovation, professionalization, and, most importantly, learning. Whether to prioritize and optimize data and information systems around student learning is no longer an option; it is imperative for education systems that aim to excel and achieve strong learning outcomes. Over the past several decades, fundamental shifts have occurred in the way that education data are collected, managed, and used. Today real-time learning data inform classroom instruction; predictive analytics identify at-risk youth before they drop out of school; and data from preschool to workforce are linked to help guide education reforms. These represent just a few of the innovative ways that schools and other stakeholders across the United States are harnessing data to improve education. The state's success in establishing an enabling environment for education data systems and data utilization has built a strong foundation. Maryland effectively aligned a complex, statewide data system to deliver value. Prioritization of integration and alignment was key. The state then launched a longitudinal data system center that would drive an adaptive education system with insights that track students from pre-kindergarten to entry in the workforce. Data across the state are high quality and follow strict rules to preserve privacy and enhance security. Maryland's utilization of data also offers valuable lessons. The statewide data system supports policy makers and decision makers in planning and management, as well as teachers, students, and families in instruction and learning. Consistent across Maryland's structuring and use of data systems were a strong vision and a road map to execute that vision. Maryland's journey offers many lessons, not only for countries with advanced data systems but also for those in less developed stages. While the technology and information exist to achieve data for learning, harnessing data within the right information system and ensuring utilization are challenging endeavors. An array of factors must align--leadership, policies, processes, and resources, to name a few--to effectively harness data to support and drive strong learning outcomes., In the digital age, information is power. When information is effectively harnessed and aligned with student learning, it carries the potential to radically transform the delivery of education, as well as the sector as a whole. Increasingly, education systems are moving away from using education data narrowly for compliance purposes, and instead are embracing data as a tool to drive system-wide innovation, professionalization, and most importantly, learning. Whether to prioritize and optimize data and information systems around student leaming is no longer an option, but an imperative for education systems that aim to excel and achieve strong learning outcomes. Over the last several decades, fundamental shifts have occurred in the way that education data is collected, managed and used. Today real-time learning data informs classroom instruction; predictive analytics identify atrisk youth before they drop out of school; and data from preschool to workforce (also referred to as P-20W) are linked to help guide education reforms. These represent just a few of the innovative ways that schools and other stakeholders across the United States are hamessing data to improve education. This study builds on a 2015 World Bank report that assessed education management information systems (EMIS) in the State of Maryland. That report uncovered a successful system and this one expands on lessons learned and ways to apply them in practice. The goal of this study is to distill Maryland's good practices in education data systems, and share them in a way that is useful to education stakeholders interested in harnessing the power of data to strengthen learning outcomes. This study also examines the history of education data collection and use in the United States with a focus on the State of Maryland, including a review of federal and state legislation that has helped to shape Maryland's education data policies and systems.
LC Classification Number
LB2805
Copyright Date
2017
ebay_catalog_id
4
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