How To Link Data Across Agencies

Transcription

1 Rasterized 300 dpi Linking Data across Agencies: States That Are Making It Work Updated March 2010 By: Rebecca Carson and Elizabeth Laird, Data Qality Campaign; Elizabeth Gaines and Thaddes Ferber, The Form for Yoth Investment For policymakers, edcators, parents and stdents to have the information they need to improve stdent and system Rasterized 300 dpi performance, states mst ensre that as they bild and enhance state K 12 longitdinal data systems, they also contine bilding linkages to exchange and se information across early childhood, postsecondary and the workforce (P 20/workforce) and with other critical agencies, sch as health, social services and criminal jstice systems (crossagency), to answer key policy qestions. This isse brief captres the crrent stats of states ability to link data across agencies, the opportnities and challenges they face, and how leading states are breaking down silos to ensre data follow individal stdents over time to improve sccess. It also describes processes states can se in developing and implementing their cross-agency data sharing efforts. This brief is co-athored by the Data Qality Campaign (DQC) and the Form for Yoth Investment, whose research on interagency collaborations, inclding children s cabinets, was leveraged to illstrate how agencies can work together to implement a single vision for data sharing, especially between edcation and social services. HIGHLIGHTS In this brief, find ot more abot: The crrent stats of states ability to link data across agencies; Processes to foster a cltre of data-driven decisionmaking: Prioritize critical policy qestions to drive development and se Ensre interoperability by adopting common standards, definitions and langage Protect personally identifiable information to reinforce that information is private and secre and data can be shared Federal spport for cross-agency data sharing; The role governance strctres play in linking data systems; For states that are creating critical linkages between data systems to answer key policy qestions: Connectict, Florida, Maine and Washington; and Frther reports and resorces on sharing data across agencies to improve research and stdent sccess. Crrent Landscape of Cross-Agency Data Sharing The momentm behind sharing data across agencies is bilding. Every governor and chief state school officer has agreed to bild statewide longitdinal data systems that can follow individal stdents from early childhood throgh K 12 and postsecondary edcation and into the workforce as a condition for receiving State Fiscal Stabilization Fnds as part of the American Recovery and Reinvestment Act (ARRA). The DQC srvey on state longitdinal data systems reveals the crrent stats of states P 20/workforce alignment. 1

2 This progress toward linking P 20/workforce data is promising, bt states have mch work to do in actively sharing this States Make Progress toward Linking Data across the P 20/ Workforce Pipeline Nmber of states that can link data between early childhood, K 12, postsecondary and the workforce Early childhood and K 12 K 12 and postsecondary Postsecondary and workforce K 12 and workforce Nmber of States* *DQC srvey reslts inclde all 50 states, the District of Colmbia and Perto Rico. information and sing it to make decisions, as only eight states have connected all the data systems otlined nder Action 1: linking data systems with P 20/workforce and cross-agency. 1 The figre above illstrates that states have made great strides in being able to link and share data between K 12 and early childhood (44 states) and between K 12 and postsecondary edcation (33 states). However, only 29 states can link individallevel workforce data with postsecondary, and jst 10 states report being able to link data from K 12 with the workforce. As the figre below illstrates, the majority of states report that they do not share individal-level edcation data with other state agencies, and when they do, it is most often with hman services. In cases in which individal-level data are shared, the data often are shared only in one direction with other agencies sbmitting their data to edcation, bt edcation not reciprocating. Few States Share Stdent-Level Data among State Agencies Nmber of state edcation agencies that can link data between K 12 and other agencies Hman services Corrections Health Child protective services Cort Police Other Nmber of States* *DQC srvey reslts inclde all 50 states, the District of Colmbia and Perto Rico. Changing the Landscape: Processes To Help Gide Data System Development and Use States are making progress toward sharing data across the P 20/workforce pipeline and across state agencies, and the federal government is helping to fel this momentm. As states work to meet the ARRA reqirement to follow individals throgh the P 20 pipeline and into the workforce by 2011, their progress will be expedited and spported by engaging in the following processes to gide the development and implementation of their cross-agency data sharing efforts. Prioritize, throgh broad-based stakeholder inpt, the critical policy qestions to drive the development and se of longitdinal data systems. P 20/WORKFORCE AND CROSS-AGENCY DATA SHARING PROCESSES AT A GLANCE Prioritize, throgh broad-based stakeholder inpt, the critical policy qestions to drive the development and se of longitdinal data systems. Ensre data systems are interoperable within and across agencies and sectors by adopting common data standards, definitions and langage. Protect personally identifiable information throgh governance policies and practices that promote the privacy and secrity of the information while allowing appropriate data access and sharing. 1 To view state progress toward all of DQC s 10 State Actions To Ensre the Effective Use of Data, visit 2

3 Now that a growing nmber of states have the technical capacity to collect, share, link and analyze longitdinal data within and across mltiple systems and agencies, governors, legislators, boards and agency heads mst work collaboratively to define common goals and create a single vision that spans the varios sectors and systems to ensre data are linked for a clear prpose and not simply for data s sake. Rather than leading with the abstract goal of aligning cross-agency data systems, progress will be expedited by prioritizing key policy qestions to inform which data are linked and for what prposes, sch as: To what degree does participation in early childhood programs increase kindergarten readiness? Are these gains sstained throgh 3rd grade? What indicators provide early warning that stdents are at risk of dropping ot? On track for college and career readiness? How many high school gradates reqire remediation in their first year of postsecondary edcation? Which indstries employ the majority of or state s high school and college gradates? State Examples The Massachsetts Child and Yoth Readiness Cabinet, jointly chaired by the secretary of edcation and the secretary of health and hman services, developed a strategic plan for its statewide integrated data sharing system. The project vision incorporates three parts: (1) a dropot early warning, identification and intervention system to target at-risk yoth; (2) a readiness passport to chronicle a child s edcational experiences and other services and spports that can follow that child anywhere; and (3) a school spport coordinator/readiness coach responsible for sing these tools to intervene. To meet the governor of Minnesota s goal of connecting the K 12 and postsecondary systems, the state worked throgh the P 16 Edcation Partnership, a volntary advisory grop tasked with improving stdent transitions from P 12 to postsecondary edcation and creating a common vision for P 20 data sharing. The fll P 16 Edcation Partnership, inclding private and pblic postsecondary systems, teachers nions, the Career College Association, and the Minnesota Department of Edcation, defined a clear vision and determined the qestions that this data sharing wold answer. The P 16 Stdent Identification System Working Grop was developed to help determine which P 12 and higher edcation data shold be collected and potentially shared to provide these answers and flfill this vision. To drive the design of its longitdinal data system, Soth Carolina identified key qestions by first condcting a landscape review of existing qestions from a variety of sorces (e.g., National Center for Edcation Statistics, varios state stakeholder grops and state legislation) and then prioritizing the reslting list of almost 400 qestions to narrow it down to six critical qestions based on the ease and availability to access the data needed to answer them. The Soth Carolina team then bilt and enhanced its data system with this set of six qestions as the primary driver. Staff from the New Mexico Office of Edcation Accontability developed the notion of killer qestions in conjnction with several other states to describe the key policy qestions that come p over and over again across districts and states when confronted with qality data. In an effort to begin to identify and prioritize these killer qestions, New Mexico developed a template to help categorize its policy qestions and to then develop the corresponding data and political qestions it wold need to answer to help solve a given policy problem. Ensre data systems are interoperable within and across agencies and sectors by adopting common data standards, definitions and langage. States crrently have mltiple data systems that often were bilt in silos and have been sed primarily for accontability and compliance reporting within individal sectors. As a reslt, state agencies have established data standards, definitions and 3

4 langage in isolation or by adopting sector-specific standards to meet their niqe collection and reporting needs withot ensring data can be linked across systems and, if a state priority, across state lines. Bt stdents are mobile, moving between schools and grade spans and from state to state, and states mst be able to link data across traditional bondaries to answer qestions sch as Where do or stdents go after high school, and were they adeqately prepared? Common data standards are essential to creating interoperability, which makes data sharing among districts, between districts and states, and within and among agencies and states more efficient. The lack of common data definitions and technical specifications not only limits the ability of data analysis and se to inform critical qestions bt also makes linking data across mltiple systems costly and inefficient and inhibits the development of new tools and services. Withot commonly agreed-to volntary data standards, vendors are forced to tailor prodcts to each system or state s specifications, increasing time and costs. State Examples To meet the demands of researchers and other state agencies reqesting individal-level data, Washington state s FEDERAL FUNDING AND ACTIVITIES SUPPORTING THE USE OF CROSS-AGENCY DATA SHARING FOR CONTINUOUS IMPROVEMENT Federal dollars available throgh ARRA not only provide states the opportnity to bild on growing momentm and progress toward implementing state longitdinal data systems, bt they also offer state agencies the opportnity to think creatively and break down traditional barriers as they leverage these one-time fnds to Race to the Top. The DQC created a roadmap that identifies federal fnding sorces from three federal agencies that can spport data-related activities, inclding fnds that states can leverage to spport P 20/workforce and cross-agency data sharing, sch as the Statewide Longitdinal Data Systems Grant Program, the State Fiscal Stabilization Fnd, the State Incentive Grants (i.e., Race to the Top), State Advisory Concils on Early Childhood Edcation and Care, and the Workforce Investment Act. Varios federal agencies also are initiating efforts to improve cross-agency data coordination at the federal level: The U.S. Department of Edcation is working with the U.S. Department of Labor and the U.S. Department of Health and Hman Services to lanch an interagency data strategy initiative to coordinate efforts within those three agencies to promote the development and se of state longitdinal data systems. A central goal of this two-year initiative is to coordinate commnications to state partners on federal programs, policies and resorces related to longitdinal data systems. The Early Learning and Development Data Systems Stdy Grop is part of a federal interdepartmental initiative co-led by the U.S. Department of Edcation and U.S. Department of Health and Hman Services. It seeks to inform federal staff of the crrent stats and promising initiatives related to early learning and development data systems and bild federal capacity for advancing their creation, implementation and sstainability. The Data Stdy Grop will examine the featres, key isses and challenges of a coordinated, high-qality early learning and development data system. The U.S. Department of Health and Hman Services Federal Health Architectre (FHA) brings agencies together to improve efficiency and effectiveness in government health information technology operations and bild shared soltions that will have an impact on the nation s health. FHA is crrently investigating opportnities to work with local, state and federal agencies to address challenges related to sharing child-related health and well-being data and information with other agencies, inclding edcation. 4

5 Office of Sperintendent of Pblic Instrction (OSPI) created a Research ID for each stdent that is internally, secrely linked to the state s niqe stdent ID. When an otside state agency or researcher seeks to link stdent data with its own individal-level data, the organization s data records are provided to OSPI, which then merges the data to inclde stdent information and provides the receiving organization with merged, de-identified, individal-level data records. 2 Following the deaths of for sisters, Washington, DC, fond that six different district agencies held siloed information abot this at-risk family that, if better coordinated, might have prevented this tragedy. If passed, the Jacks-Fogle Family Preservation Case Coordination Athorization Act of 2009 revises the local stattes to align with federal privacy laws (HIPAA and FERPA) and creates a case coordination and services integration system across 11 of the District s health and hman services agencies. Protect personally identifiable information throgh governance policies and practices that promote the privacy and secrity of the information while allowing appropriate data access and sharing. Not all data sers need access to all data, and in fact, most data linking, sharing, analysis and reporting can provide rich, sefl information with aggregated, de-identified longitdinal data. In those sitations in which identifiable information is shared for example, with parents, teachers and stdents ensring the secrity and privacy of this sensitive information is vital. State leaders need to review their state-specific policies, practices and laws to ensre that personally identifiable information is protected; that all information is secre; and that linking, sharing, analyzing and sing data across information from teachers accessing individal stdent information to state policymakers analyzing aggregate trends based on longitdinal information. In addition, the contining ambigity and confsion arond the Family Edcational Rights and Privacy Act mst be addressed federally to provide clear gidance on how states may access, share and se data as reqired by ARRA. State Examples The efficiency and collaboration that comes from sing common langage is a first step to adopting common data standards. Maryland Children s Cabinet, the Ohio Family and Children First Cabinet Concil, and the Pennsylvania Governor s Cabinet and Commission on Children and Families all have been bilding child and yoth reslts frameworks with measreable poplation-level indicators that can be tracked over time and across departments and that span the ages and developmental areas of a yong person s life. The next step for these states is to adopt common data standards and definitions that allow agencies to commnicate relevant indicators of the reslts they seek for children and yoth as defined by the Cabinets. The Utah 2007 Institte of Edcation Sciences Statewide Longitdinal Data Systems grant application explains that althogh stdent record collection is niform, stdent record/transcript exchanges that occr as stdents move from one local edcation agency to another are neither atomated nor niform becase of a lack of common data standards. The grant fnding provided the state the opportnity for all stakeholders to be able to se common standards and an atomated architectre for stdent record/ transcript exchanges to improve data qality on all levels and for all processes, reporting and research. agencies is possible when appropriate and necessary. Inter- and intra-agency coordinating bodies offer critical forms to help define which stakeholders have access to what level of 2 See p. 9 to read abot another effort in Washington the Edcation Research and Data Center. 5

6 GOVERNANCE STRUCTURES SUPPORTING P 20/WORKFORCE AND CROSS-AGENCY DATA SHARING As states work to link traditionally siloed data systems, they mst establish a formal governance strctre to define the roles and responsibilities needed to instittionalize their commitment to data qality and se and protect individal stdent privacy. Withot a data governance strategy, there is no clear ownership of the data; no clear bsiness processes for collecting, reporting and sing data; and no accontability for data qality. Governance strctres can be established throgh existing coordinating bodies to ensre that data linking and se are embedded in broader cross-agency efforts. Examples of these bodies inclde P 20 concils, sch as the New Mexico P 20 Data Warehose Coordinating Concil created via exective order and the Georgia Alliance of Edcation Agency Heads, and children s cabinets, which are explained in more detail in the text that follows. Please see DQC s State Action 3: Data Governance on the DQC Web site for more details. Children s Cabinet Data Interests and Involvement The Governor s Children s Cabinet Network, managed by the Form for Yoth Investment, connects the directors, chairs and members of state cross-agency coordinating bodies that consist of the heads of state agencies that administer child and yoth programs from more than 20 states across the contry. Jst as states are improving their edcation data systems, other state agencies, sch as health, social services and criminal jstice, are identifying their key policy qestions and developing ways to share individal data across agencies in an effort to improve real-time, point-of-service response to each yong person s needs. In 2008, the directors identified integrating data sharing efforts as one of their two key priorities, specifically (1) to spport the alignment of data across child- and yoth-serving agencies in their states and (2) to ensre that data are sefl in determining sccess in implementing basic spports and other learning opportnities for yoth. The cabinets are interested in three types of data to spport policy decisions and service provisions: Child and yoth otcome data focsing on aggregated, poplation-level reslt and indicator data (sch as an overall children s report card 3 ), which cover the fll range of edcation, health, social, civic and vocational otcomes and can be disaggregated geographically and by race, ethnicity, socioeconomic stats and disability, sed for planning and accontability; and individal-level child data sed for case management to personally identify an individal person across data systems to provide a comprehensive, tailored set of services; Programs, services and spports data to bild qality assessment systems across agencies that allow data abot programs to link to data on accessibility and availability of programs; and Leadership and resorce capacity data to track information on resorces and bdgets (sch as Children s Bdgets 4 ) by intended otcome, ages spported and type of programs and on the workforce spporting yoth and their capacity, retention and training. While still the exception, a few members of the Governor s Children s Cabinet Network have begn efforts to align disparate child and yoth data systems and taken a leadership role in facilitating data exchange. Examples of states inclde Connectict; Florida; Maine; Maryland; Massachsetts; New Mexico; Ohio; Pennsylvania; and Washington, DC, which are highlighted elsewhere in this brief. 3 This is the New Mexico 2008 Report Card. For the 2009 Report Card and Children s Bdget, visit 4 See examples in Form for Yoth Investment, Adding It Up Brochre, Rationale and Gide to Mapping Pblic Resorces for Children, Yoth & Families, 2006, 6

7 States Leading the Way in Data Sharing The following case stdies highlight leading states that are crrently sharing data across systems and agencies to improve stdent sccess. Connectict In Jly 2006, Connectict s Early Childhood and Edcation Cabinet, with representation from exective and legislative branches as well as all state agencies that serve yong children, adopted state goals for children ages birth to 9. As part of its accontability mandate, the Cabinet tracks progress toward these goals and spports the work of early childhood data and data systems to answer the following key policy qestions: What percentage of babies are born into circmstances of risk that can reslt in developmental challenges in the first five years of life? How many children demonstrate the fll set of skills expected at kindergarten entry? As they exit third grade, what percentage of children demonstrate the state s expected level of reading mastery? What is the qality of all early childhood programs, and how can it be improved? Are goals for the state s early care and edcation workforce being met, and what additional planning and professional development are reqired? The Cabinet s work is anchored in Reslts Based Accontability, a management and reglatory tool that reqires a common vision with clearly articlated goals and the tracking and analysis of data to address whether reslts have been achieved. The Early Childhood Information System (ECIS) contains niqe child identifiers assigned to yong children in the Department of Developmental Services B-3 program, children enrolled in state-fnded and local edcation agency-fnded preschool, and all children entering kindergarten in a pblic school. ECIS also incldes workforce registry information, sch as information on employment history, edcation and training. Ftre plans inclde creating a cross-agency niqe program identifier for statefnded early care and edcation programs to interface with the pblic school information system to follow the progress of children throgh grade 12. In addition, the departments of Labor, Higher Edcation and K 12 Edcation have worked together to ensre data on postsecondary edcation, training and employment can be exchanged, matched and linked to better serve individals, provide state policymakers with key information on edcation and labor market otcomes, and improve programs and services throghot the edcation pipeline. Florida The Florida Department of Edcation has linked data across the P 20/workforce pipeline for the past 30 years. The department s Division of Accontability, Research and Measrement is responsible not only for operating and maintaining its respective databases bt also for managing key data exchange relationships with other state agencies, inclding the Florida Board of Governors, Department of Children and Families, the Department of Jvenile Jstice, the Department of Corrections, and others. The Florida PK20 Edcation Data Warehose was created to integrate data from 26 state-level systems and provide a view across systems that reflects the K 20 pblic edcation environment. However, personally identifiable data are not stored in the data warehose, and data are only collected point-in-time throghot the year. While the Florida PK20 data warehose can answer critical research and policy qestions, there also is a need for real-time, on-demand data that can improve the provision of services for individal children, yoth and families throghot the state. 7

8 In an effort to systematically link data across agencies and provide live data to local stakeholders, the governor of Florida initiated the Florida Children and Yoth Cabinet, composed of all child- and yoth-serving state agencies, inclding the Florida Department of Edcation. Part of the Children and Yoth Cabinet mandate is to design and implement actions that will promote collaboration, creativity, increased efficiency, information sharing, and improved service delivery between and within state governmental organizations that provide services for children and yoth and their families. 5 Based on the information sharing needs articlated by the Cabinet, a member sggested that the state cort s data system cold be adapted to meet the data needs of the Cabinet. The process began when the cort s $4 million data system was offered to the Cabinet to bild and expand to meet all of the agencies data needs. The Children and Yoth Cabinet Information Sharing System project was initiated in 2008 and crrently ses eight niqe data points from six different agencies, incorporating health, hman services and edcation data into the system. The system will inclde access to pblic assistance data; child protector investigation data; birth, death, marriage and divorce data; nemployment data; residential or detention stats data; and Medicaid eligibility data. Each agency will be able to access data from the system in a timely manner regarding individal children for caseworkers and other critical service providers to improve services. The Florida Department of Edcation is a member of the Cabinet and receives data from many of the participating Cabinet agencies, bt it does not crrently contribte data to the system in response to privacy protection concerns. A working grop will be formed in the near ftre consisting of representatives from health and hman service agencies, legal experts, and the Florida Department of Edcation charged with thinking throgh creative soltions to address the real and perceived barriers posed by FERPA to crossagency data sharing. Ideally, members of the Cabinet wold have access to edcation data sch as trancy, attendance, sspension, grades, special langage or remedial classes, afterschool participation, dropot and postsecondary access, and completion data. Maine Actions on both data and programmatic system change efforts in Maine have been led by a children s cabinet in place for more than 10 years. It is composed of the commissioners of edcation and the departments of Health and Hman Services, Pblic Safety, Corrections, and Labor and is chaired by Maine s First Lady, Karen Baldacci. As part of Maine s longitdinal data system, the commissioner of edcation ses a single stdent identifier and is looking to se that identifier within her role in the Maine Governor s Children s Cabinet to link critical data across state agencies. Spporting her efforts, the Maine Legislatre passed LD 1356, Chapter 448, to improve the ability of the Department of Edcation to condct longitdinal data stdies and compile, maintain and disseminate information concerning the edcational histories, placement, employment and other measres of sccess of participants in state edcational programs throgh the se of Social Secrity nmbers. These steps lay the fondation for linking data across agencies that inclde postsecondary instittions, workforce, health and hman services, corrections, and the finance athority. The priorities of the Children s Cabinet are spporting and pshing this effort to link systems, inclding a cross-agency effort to increase the gradation rate (with a special emphasis on yong people in foster care, those who are incarcerated, and those experiencing edcation and life challenges). Additionally, the Cabinet is sing cross-agency data to spport an initiative developed by New England s Edcare Center to shift policies and practices to ensre qality early Florida 2007 Stattes. 8

9 care and learning for children prenatal to age 5. Edcare Center is a demonstration site for high-qality early childhood services, parent edcation, comprehensive spports, an onsite teaching lab and early childhood degree programs. Mltiple agencies involved in the Children s Cabinet hold critical pieces of data that will be linked and shared as part of this effort to nderstand the needs of children and their families. Washington In 2007, Senate Bill 5843, the Edcational Data and Data Systems Bill, expedited Washington state s progress toward sharing data across edcation and workforce agencies by establishing the Edcation Research and Data Center (ERDC) to condct collaborative analyses of early learning, K 12, and higher edcation programs and edcation isses across the P 20 system. This legislation also reqired the collection of stdent and teacher data for each K 12 class offered. To flfill its charge, the ERDC, jointly managed by the Office of Financial Management (OFM) and the Legislative Evalation and Accontability Program within the Legislatre, established data sharing agreements with many of its participating state agencies, inclding OSPI, the pblic baccalareate higher edcation instittions, the State Board of Commnity and Technical Colleges, the Higher Edcation Coordinating Board, and the Employment Secrity Department. The ERDC initially matched stdent-level K 12 data with postsecondary data throgh the se of an ERDC-assigned research ID, with the long-term goal of linking with workforce, health and hman services, and early learning data. Links have been made among K 12 and pblic two-year and for-year instittions, as well as to financial aid records. Additionally, the ERDC established a critical link between social services data and K 12 stdent data in a high-priority project for OFM and the Governor s Office. The ERDC was niqely sitated to make the necessary matches becase of established data sharing agreements with OSPI and the Department of Social and Health Services (DSHS); OFM analysts may access individallevel DSHS data if it is for prposes of WorkFirst program administration. Discssions leading to the incorporation of corrections data have been initiated. Conclsion States are leading the effort to create statewide longitdinal data systems from P 20 throgh the workforce and across other critical agencies, sch as health, social services and criminal jstice, and the federal government is providing leadership and resorces to accelerate their work. However, to ensre progress toward the goal of continos improvement, policymakers need to contine bilding longitdinal data systems and ensre that linking data systems across the P 20/ workforce pipeline and across agencies is not the impets for action bt rather the soltion to answering key policy qestions aligned with a state s vision. 9

10 Resorces The Data Qality Campaign Web site is host to nmeros resorces for readers to gain in-depth knowledge abot P 20/workforce and cross-agency linkages, inclding resorces in the following topic areas: common data standards, data governance, FERPA, P 20 data systems, and ARRA. Select DQC resorces inclde: Data Qality Campaign, The Next Step: Using Longitdinal Data Systems to Improve Stdent Sccess, 2009, org/resorces/384. Data Qality Campaign, Measring the Edcation Pipeline: Common Data Elements Indicating Readiness, Transition, and Sccess, 2009, Data Qality Campaign, Developing and Spporting P 20 Edcation Data Systems: Models that Work, 2008, org/resorces/92. Data Qality Campaign and Casey Family Programs, Linking Edcation and Social Services Data to Improve Child Welfare, 2007, The Form for Yoth Investment Web site is host to resorces relating to bilding and sstaining coordinating/governance strctres, sch as children s cabinets, framing a common vision and set of reslts, and data tools. Select Form resorces inclde: Form for Yoth Investment, Adding It Up Brochre, Rationale and Gide to Mapping Pblic Resorces for Children, Yoth and Families, 2006, Form for Yoth Investment, Integrating Data for Improved Otcomes for Yoth, 2009, Other State Resorces and Tools Illinois Legislatre, SB 1828 athorizes the comprehensive development of a P 20 longitdinal data system and otlines the roles/responsibilities of the major parties/instittions, 2009, Maryland Department of Edcation, Maryland Memorandm of Understanding on Data Sharing, 2009, org/resorces/684. Kansas State Department of Edcation, Data Governance Program, 2009, Kansas State Department of Edcation, Exective Order 09-03: Data-Sharing MOU Spport, 2009, resorces/623. Tennessee Department of Edcation, Data Manager Manal, n.d., Utah Department of Edcation, Memorandm of Understanding for Access to Edcation Records for the Prpose of Progam Evalation: Agreement between the Utah State Board of Edcation and the Department of Hman Services, 2006, resorces/60. Utah Department of Edcation, Memorandm of Understanding for Children Crrently in the Cstody of the Department of Hman Services: Agreement between the Utah State Board of Edcation and the Department of Hman Services, 2006, org/resorces/61. Form for Yoth Investment, State Children s Cabinets and Concils Series, 2008, 10

11 rized 300 dpi ized 300 dpi The Data Qality Campaign (DQC) is a national, collaborative effort to encorage and spport state policymakers to improve the availability and se of high-qality edcation data to improve stdent achievement. The Campaign will provide tools and resorces that will help states implement and se longitdinal data systems, while providing a national form for redcing dplication of effort and promoting greater coordination and consenss among the organizations focsed on improving data qality, access and se. The Form for Yoth Investment is a nonprofit, nonpartisan action tank dedicated to helping commnities and the nation make sre all yong people are Ready by 21 : ready for college, work and life. Informed by rigoros research and practical experience, the Form forges innovative ideas, strategies and partners to strengthen soltions for yong people and those who care abot them. A trsted resorce for policymakers, advocates, researchers and program professionals, the Form provides yoth and adlt leaders with the information, connections and tools they need to create greater opportnities and otcomes for yong people. Managing Partners of the Data Qality Campaign inclde: Achieve, Inc. Alliance for Excellent Edcation Concil of Chief State School Officers Edcation Commission of the States The Edcation Trst National Association of State Boards of Edcation National Association of System Heads National Center for Edcational Achievement National Center for Higher Edcation Management Systems National Conference of State Legislatres National Governors Association Center for Best Practices Schools Interoperability Framework Association State Edcational Technology Directors Association State Higher Edcation Exective Officers For a list of Endorsing Partners, please visit This isse brief was first released in conjnction with the DQC Qarterly Isse Meeting held in November 2009 on the same topic. Both the meeting and the brief were made possible throgh generos fnds from the Bill & Melinda Gates Fondation and Casey Family Programs. Please visit the DQC Web site to view the video of that meeting and for additional materials. In addition to the 13 children s cabinet staff interviewed for this brief, the athors wish to thank the following for sharing their experiences: First Lady Karen Baldacci, Maine Governor s Children s Cabinet Commissioner Se Gendron, Maine Department of Edcation Jennifer Diaz, Florida Children and Yoth Cabinet Janice Grendel, Connectict Department of Edcation Bill Hrwitch, Maine Department of Edcation Carol Jenner, Washington state Edcation Research and Data Center Robin Mnson, Washington state Office of Sperintendent of Pblic Instrction Jeff Sellers, Florida Department of Edcation For more information abot the Data Qality Campaign, please visit Copyright Data Qality Campaign. All rights reserved. 11