Colorado, DC, and Washington: Strategies for Developing and Using a Statewide Longitudinal Data System

State leaders need data to answer pressing questions, evaluate programs and identify promising approaches to inform policy decisions. Statewide longitudinal data systems (SLDSs) — systems that connect individual-level data over time and across systems including early learning, K-12, postsecondary and workforce — are an essential tool to help ensure that students have equitable opportunities for success. This is not just true throughout their P-20 experience but also as they transition into their careers and beyond. While most states have established at least some of these system linkages, the work continues. Every state and the District of Columbia has systems to collect, store and report education data. At least thirty-three have an active SLDS, and another nine are working to establish systems. The systems vary widely from state-to state in what data they collect, how they collect it, where its housed, and how they use it to provide the information stakeholders (i.e., policymakers, schools, educators, learners, employers and the community) need to create effective pathways to education and career success. The structure and governing processes of SLDSs differ from state-to-state as well. 

To provide examples of states at various stages of their SLDS work, and more specifically, to highlight how they have used the E-W Framework to guide them, the Education Commission of the States interviewed leaders in two states that are developing new systems — Colorado and the District of Columbia, and one state with a long-established system — Washington. They sought to learn how they have used the framework at various stages of maturity to guide their efforts in collecting and using data to support learners. They asked them how they used the framework in building their SLDS, which of the framework’s questions they prioritized and what gaps they identified in their systems. These conversations provide concrete examples and considerations for leaders in other states as they embark on this work. To read the full case studies, click "Learn More" below.

LEARN MORE