Does data matter? Statewide longitudinal data systems and student performance in the U.S.

ABSTRACT

Although many industries have benefited from advances in data-driven technology, education is making small steps in capitalizing on the huge potential of data systems. Since 2005, the U.S. Federal Government has been making large grants to help states build statewide longitudinal data systems (SLDS) with the goal of improving programme and teacher evaluation and engage in data-driven decision-making. We analyse whether the introduction of SLDSs improved student performance, measured using test scores for math and reading tests for 4th and 8th graders, as well as high school graduation rates. We find no effects of SLDSs on student performance up to 10 years from implementation. However, we find suggestive evidence that these systems may have long-run effects, emphasizing the long-run nature of educational data collection and policy analysis.

KEYWORDS:

• Statewide longitudinal data systems
• U.S.
• student performance
• government policy

JEL CLASSIFICATION:

• I20
• I21
• I28

Acknowledgements

We thank Nick Huntington-Klein for analytical and editing assistance.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

¹ https://nces.ed.gov/programs/slds/stateinfo.asp.

² http://ecs.force.com/mbdata/mbprofallrtan?Rep=SLDS16STA.