We live in the information age. We live in a period where information has never been more abundant, while at the same time, more easily accessible. If you want to find out how to make cheesecake using Greek yogurt, you can find a recipe within seconds. You can watch thousands of hours of study videos where professionals dissect nearly every area of the game, if you want to improve your poker skills. If you want to get caught up on the latest world news, you might turn to your radio or television, but instead your community-driven news aggregation websites and podcasts.
But these are just a few examples of how you can use the wealth of information as an individual. Entire industries have also been shaped by the recent boom in information quantity, quality, and processing power. The finance industry has changed from men in suits on Wall Street yelling at each other to specially designed computers crunching numbers using the latest financial models, often optimized to the millisecond. The operations industry has been so heavily optimized and automated that it’s tough to find something out of stock in Wal-Mart.
The education industry is no different. There are so many opportunities to analyze and find insights from the information that we have; so many ways that we can improve how our content is written, how our teachers teach, and how our students can succeed.
We should not be scared of data – we should be informed
You may have noticed that the entire first section doesn’t mention the word ‘data,’ simply because data and information can be considered synonymous. And yet, the word leaves many with an unpleasant taste in their mouths. This may be driven by how some companies/agencies use the data that they collect, and the light in which the media portrays them in. Plus, having a blockbuster movie regarding the events surrounding Edward Snowden doesn’t help.
At Chalk, we believe that the entire industry should be more informed and encourage developing a deeper understanding of the information already present. With that being said, data security, privacy, and integrity still supersede all. That’s something that we want everyone to keep in mind as you read through these posts. None of what we’re discussing can be accomplished if these fundamentals are not upheld.
We might not know first-hand what it’s like to be on the ground; to be an actual educator in a school where these changes are happening. We also know that no one can predict how an individual, whether that’s a student, teacher, or the superintendent, will behave with 100% accuracy. Otherwise, Las Vegas wouldn’t exist. What we can do is surface information and highlights based on current and past behavior and overall industry trends.
We know that teachers and administrators alike want to be more informed. They want to know more about what’s going on in the classrooms so that they can better serve their students and help improve student success. They know not only WHAT and WHEN, but also HOW and WHY? Data can provide some insights on all those questions so that they can make the best course of action based on their experience and all the information available.
Where are we now?
Some of you reading this may be wondering: “That’s a great vision and all, but how do we get there? What can we do today to get us moving in the right direction?”
Many educational institutions already have a plethora of information and data that can be used to generate quick, but incredibly impactful insights. Report cards, attendance, and class enrollment information are all pieces that are present in many SIS’s that school districts have today. Even simple visuals can be incredibly impactful with this data.
We can take a look at a quick example. Let’s see the overall report card grades by subject for one particular grade 7 student, Sally.
Here, we can see several things about Sally. First, we see that she has decreasing Science and Language Arts marks, and increasing Arts scores. Focus on those that are decreasing. Well, her Language Arts marks took a much sharper drop than Science. To try and figure out what’s going on, let’s take a look at her attendance records by month.
What happened in January? Why was Sally late for her morning classes all of a sudden? Well, it turns out, in this particular case, Sally moved over the break and had a longer commute to school. Due to this, she would sometimes be late for school in the morning if she missed the first bus. This, in turn, would cause her to miss half of the Language Arts subject (and be marked as late). Overall, this wasn’t a learning or in-class issue as originally thought, but a time management and attendance issue. The approach to remedying the effects becomes drastically different.
Of course, the root cause of the effect (that Sally moved), was unable to be determined via data. However, her attendance and assessment information were able to be used to point her teacher in the right direction as to what it really was. This was a simple example, but one that showed how data was able to serve as guidance into what was truly going on. And the great part? Nearly every school has grading and attendance information in one form or another.
With great information comes great insights
With online tools such as Chalk becoming more and more popular, the amount of information that teachers and administrators have at their disposal also significantly increases. Here at Chalk, we provide educators and administrators with the tools to enhance all sections of the teaching feedback loop, from curriculum and content creation to lesson planning and delivery to student assessment and grading. See figure below.
Since we can tie all the information together at every stage, we can identify and answer not only WHAT areas to focus on for student success, but also WHY. We can answer the question ‘Is the student performing extraordinarily in certain areas, the teacher in their delivery of content, or is there something fundamentally differentiating with the curriculum content itself?’
Furthermore, we can use the curriculum, lesson, assessment, and attendance information to identify those students who may need a little nudge in the right direction. Many schools and districts have their methods of identifying students who may be ‘at-risk’, but we can’t identify everyone through subjective methods alone. There are numerous teachers that I’ve personally spoken with who are very concerned that students may fall through the cracks, simply because there’s not enough attention or resources to help identify them.
But with data – including attendance, and summative and formative assessments – we can create models to assist in determining those who may need that extra little bit of help, so we can improve student success. Student models will not be 100% accurate, but they will be able to surface those who may not necessarily have received the attention before. Again, this piece of information will simply serve as guidance so that those who can make the difference, the educator, can make the most informed decision.
Looking ahead for student success
Above are just simple examples of how we can use current information to inform educators on what’s going on in their classrooms and to help improve student success. But what if we had more, not just in quantity of data, but also quality? What if we can tie current, in-classroom information with historical trends for the student, class, school, and entire district? Then, we can:
- Leverage the decades of research in statistics, modeling, and machine learning – research that so many other industries have embraced and reaped the benefits from – and combine it with the latest practices in pedagogy.
- Use quantifiable results to identified areas of success and improvement in not only the student, but also the teachers, the curriculum, and system-level processes and structures.
- Use data to change the educational landscape, one insight at a time.
Again, that’s all well and good, and we’re starting on the right path, but what more do we have to do to get there? Well, we hinted at this earlier in the post, but we, as an industry, need to understand what can be done with the information that can be obtained, and begin the process of obtaining it. This means saving more data for generating insights not only for the present but also for the future. This means moving into a more digital space where this information can be generated and processed in an ongoing, automated fashion. No more generating one-off PowerPoint reports that people will forget about after its original presentation. Only after the data is available can we use it to make an impact. With it, we can:
- Identify how students learn best and how to cater content and instruction to suit their unique styles
- Surface supplemental material to teachers, students, and even parents based on detected areas of enrichment or enhancement.
- Enhance the student models to help identify those who may need a little more academic support who would otherwise fall through the cracks.
The possibilities are endless. We just need to make the first few steps.
This may sound like it’s a bit down the road and we don’t necessarily know the exact steps on how to get there, but we do know the first steps. Let’s discard our hesitation and truly embrace what data can do for our educators and students. Let’s create a system where data can be used to drive decisions, both large and small, inside and outside the classroom.
Let us look forward into the future: one where we can give teachers and educators all the information they need to make an informed decision on how to improve student success in a smart, yet simple manner. At the end of the day, it’s the folks in front of the students making the difference. We at Chalk can only help the best we can.
Continue your learning with our article, How to Measure Student Success.