A Vision and Roadmap for Education Statistics (2022) / Chapter Skim
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Pages 49-60
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From page 49... ...
In the past, NCES has successfully positioned itself as an essential voice in ED conversations informing education policy.24 NCES is fully capable of returning to this stature if its entire leadership team aligns with a visionary strategy for engagement on evidence building. NCES can ensure its standing by contributing its expertise as an important information source as decisions are being made.
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From page 50... ...
The panel urges the centers within IES, which currently appear siloed, to come together to build stronger partnerships, grasp these enormous opportunities, and lead ED's evidence building and research. The National Center for Education Research awards grants for education research (IES, 2021a)
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From page 51... ...
. The diversity in public school systems is more pronounced, projected to be 44 percent white and 28 percent Hispanic by 2029 (NCES, 2021e, Table 203.50)
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Resident population includes civilian population and armed forces personnel residing within the United States; it excludes armed forces personnel residing overseas. Race categories exclude persons of Hispanic ethnicity.
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From page 53... ...
SOURCE: NCES, 2021e, Table 204.30. Children 3 to 21 years old served under Individuals with Disabilities Education Act (IDEA)
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From page 54... ...
The challenge here, for any statistical agency, is that providing relevant and useful information on current education conditions requires addressing deeply embedded equity issues throughout the data life cycle, such as underlying assumptions in questionnaire design or imputation algorithms. Addressing such issues will require the sustained involvement of relevant communities, to decide which questions need to be informed by data collections, which data to collect, how to collect those data, how to organize and present data, and how to make meaning from data.
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From page 55... ...
Grappling with DEIA issues is critical for NCES's relevance and ability to adhere to these practices by: • Ensuring validity of survey instruments and measurements, not only for measures of demographic characteristics, segregation indices, or other direct measures of population diversity and e quity, but also for any concept or measure that may be interpreted differently over time and context by respondents with varying lived experiences (Box 2-3) ; • Ensuring that data processing and analyses accurately reflect the diverse perspectives and lived experiences of today's students and education workforce rather than reiterating historical and systemic assumptions, emphases, and absences in the data; and • Deepening engagement with a broadly diverse group of stake holders to understand their needs for data content, data products, and statistical information, to include equity (Box 2-3)
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From page 56... ...
To adequately measure and address DEIA issues in its data, NCES needs to embed DEIA considerations throughout the Center's workforce, not only via staffing decisions, but by creating a culture of proactive thinking about DEIA issues throughout its data designs, data acquisitions, standards, analyses, stakeholder engage ment, relationship building, partnerships, and contracts. The panel recommends infusing DEIA thinking throughout the data life cycle, starting with data design (e.g., standards setting, questionnaire design, construction of measures and indicators)
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From page 57... ...
This process begins with members learning how they see themselves, how their lived experiences may lead to interpretations of data collections that are different than those assumed or intended by researchers, and which life outcomes (e.g., earnings, health, social connectedness) are meaningful to them.
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From page 58... ...
NCES can collaborate with other centers in IES or can contract out this work, but permanent NCES staff need to be closely involved to assure that knowledge is retained and to develop a cul ture of DEIA awareness that can be applied to other areas of NCES's work. Instilling DEIA thinking into analytics includes not only responsible interpretation of statistics and analyses, but also consideration of data pro cessing and other structural features underlying the analysis.
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From page 59... ...
Following its strategic plan, NCES can then determine when and how to change its products and services to maintain the Center's usefulness and relevance. EXPAND DATA-ACQUISITION STRATEGIES FOR NEW INSIGHTS The education data ecosystem envisioned by the panel will incorporate data from three categories: probability sample surveys (traditionally used by many federal statistical agencies, including NCES)
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From page 60... ...
Likewise, new data sources may enrich education research by providing data that are unavailable via surveys or administrative data. These emerging data sources present enormous opportunities for NCES to advance evidence building.
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