ERIC Number: ED568849
Record Type: Non-Journal
Publication Date: 2013-Apr
Reference Count: N/A
From Data to Action: A Community Approach to Improving Youth Outcomes
McLaughlin, Milbrey, Ed.; London, Rebecca A., Ed.
Harvard Education Press
This book is a welcome guide for educators, civic leaders, and researchers looking for ways to leverage data to identify the most effective policies, interventions, and use of resources for their communities. In the current era of reform, much has been made of the fact that there are many influences that shape children beyond the walls of the schoolhouse. Powerful data "warehouses" have been built to track children and interventions within school bureaucracies and in other social service sectors. Yet these data systems are rarely linked to provide a holistic view of how individual children are faring both in and out of school and which interventions--or combinations thereof--are most promising. Privacy laws and institutional traditions have made such collaborations difficult, if not impossible. Until now. The Youth Data Archive, based at the John W. Gardner Center for Youth and Their Communities at Stanford University, is an effort to blaze a new path to the productive use of cross-agency data now employed by researchers, school officials, and service providers in San Francisco, San Mateo, Alameda, and Santa Clara counties. Editors Milbrey McLaughlin and Rebecca A. London, leaders of the Youth Data Archive, bring together participants who describe the initiative and its challenges and successes. The participants also give detailed background on how the archive was built and how it has led to improvements in services, particularly for children at risk. This book is a welcome guide for educators, civic leaders, and researchers looking for ways to leverage data to identify the most effective policies, interventions, and use of resources for their communities. Following a Foreword (Thomas W. Payzant) the following chapters are included: (1) Using Cross-agency Longitudinal Data for Improvement of Schools, Programs, and Policies for Youth (Milbrey McLaughlin and Rebecca A. London); (2) Transferring Knowledge Using Data to Examine Students' Educational Transitions (Oded Gurantz and Monika Sanchez); (3) Tying Youth Health and Wellness to Other Developmental Domains Using Linked Data (Rebecca A. London); (4) "They Are All Our Kids" Examining Students Across Sectors (Sebastian Castrechini and Monika Sanchez); (5) "You Can't Point Fingers at Data" Cross-agency Collaboration and Shared Data from a Community Perspective (Maureen Carew, Laurie Scolari, and Oded Gurantz); (6) The Redwood City School District and John W. Gardner Center Partnership Using Integrated Longitudinal Data (Amy Gerstein and Jan Christensen); (7) Beyond Administrative Data Using Multiple Methods to Study Youth Outcomes (Karen Strobel, Sebastian Castrechini, and Lisa Westrich); (8) What Makes the Youth Data Archive Actionable? (Kara Dukakis and Rebecca A. London); and (9) The Youth Data Archive in Reflection Contributions to the Local Youth Sector and Research Community (Rebecca A. London and Milbrey McLaughlin). The following: (1) Legal Guidelines for Data Sharing and Confidentiality; (2) Sample Data Use Agreement for School Districts; (3) Sample Data Use Agreement for Organizations Other than School Districts; and (4) Secure Server Documentation and Information Security Policies. The following are included at the end of the book: Notes; Acknowledgments; About the Editors; About the Contributors; and Index.
Descriptors: Youth Programs, Data Collection, Data Analysis, Longitudinal Studies, Program Improvement, Educational Improvement, Archives, Guides, Knowledge Management, Student Records, Health, Wellness, Student Characteristics, Agency Cooperation, Partnerships in Education, School Districts, Research Methodology, Educational Research, Legal Responsibility, Confidentiality, Information Security
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Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: N/A
Authoring Institution: Harvard University, Graduate School of Education