ERDC Priorities and Progress
ERDC continues to focus on our top priorities by sharing our work and soliciting feedback from our partners. This quarter, a few highlights include:
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Building the ERDC team environment. In addition to attending several sessions of the Washington Diversity, Equity, and Inclusion Summit in June, ERDC presented our ERDC Equity Roadmap to a national audience in the Statewide Longitudinal Data Systems Equity Workgroup.
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Technical & Business Processes. We are finalizing our Data Security Manual and the Data Dictionary for our High School Outcomes Datamart Dictionary. We aim to publish both by end of Summer 2022.
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Communication & Outreach. Katie Weaver Randall presented updates on ERDC to the House Education Committee and the Educational Opportunity Gap Oversight & Accountability Committee.
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Research. We are actively coordinating with OSPI and DCYF to provide data on educational outcomes for students in foster care or experiencing homelessness and students in Institutional Education. We are also working on the Dual Credit report required by HB 1867. Our researchers also continue to make progress on our SLDS federal reports.
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Data Governance. We are also completing an updated Data Governance Manual to be released at the end of summer 2022 and starting to revise our ERDC Researcher Handbook. We will be seeking feedback on our Researcher Handbook from data contributors and data users this fall.
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Over the past year, ERDC participated with colleagues across the state from two year and four year universities on a "Transfer in WA: Increasing Equity and Student Mobility" task force coordinated by the Washington Student Achievement Council.
As part of this effort, ERDC created a report on students that indicate intent to transfer, but do not go on to enroll at a Washington public four-year university. In Washington, 16,318 students that completed their transfer degree in 2016 or 2017 did not enroll in a WA public four-year in the state. This is over half (55%) of academic transfer degree recipients.
Read: Demographics and Postsecondary Enrollment for Students with Academic Transfer Degrees
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In April, the ERDC and OSPI welcomed our federal program officers and staff to Olympia for a two day site visit, in support of our federal Statewide Longitudinal Data Systems (SLDS) grant. During the site visit, we reviewed data governance and security protocols with officials from the Privacy & Technical Assistance Center and discussed sustainability plans to continue ERDC's work. ERDC researchers also presented preliminary findings from their SLDS grant-funded work to OSPI and federal partners. |
Partner Spotlight: Emergency Graduation Waivers Report
The Community Center for Education Results (the backbone organization for the Road Map Project) has published a brief focused on Emergency Graduation Waivers. The researchers utilized course-taking data from ERDC among students who attended 12th grade in Road Map Project schools during the 2020-21 academic year.
Read: Understanding the use of Emergency Graduation Credit Waivers in the Road Map Project Region
This brief also shares their learnings from several discussions with representatives from the State Board of Education, school districts, reengagement providers, and a program serving youth in foster care. The brief shares their understanding of how waivers were put in place in our region, and examines who received the waivers, looking at disparities across different groups of students.
Donya Karimi has been accepted into the CTE Research Network Summer Training class of 2022. This program is for early career researchers with quantitative experience and an interest in CTE research. In this program researchers learn skills and strategies to plan and conduct high-quality impact studies of CTE programs, practices, and policies.
Megan Schoor and Bonnie Nelson have been accepted into the Strategic Data Fellowship at the Center for Education Policy Research at Harvard University. Over this two year program, fellows receive training and supports designed to boost skills and knowledge in three key areas: (1) measurement and analysis, (2) leadership and change management, and (3) education policy in order to carry out the work of the agency.
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