If colleges need to get a better sense of what they're spending and why, what data or other information should they be looking at?

I think you're going to see boards of trustees get more involved, given their fiduciary responsibilities, and really force these conversations. See Answer. EDUCATION DIVE: Can you tell me what ABC Insights brings to HelioCampus and how that's going to be integrated? Prior to COVID, a lot of colleges and ed tech vendors were focused on growing resources and not on rationalizing cost structure.

but also on stimulating discussion among officials and teachers using thick data, which motivates them to further drive behavior change. Education Plus Development

By thin data, we mean observable outputs and outcomes, whereas thick data refers to the description of processes. Hallie Busta With student success, colleges can already access a variety of relevant data, including prior academic work, current academic performance and financial need. Computer education in schools plays a major noteworthy role in the career development of young children. You're so much more disconnected with your staff, there's Zoom fatigue, and you're not having the conversations you would have in person. Most colleges are going to begin to say it's not. Step-by-step answers are written by subject experts who are available 24/7. Want to see this answer and more? Subscribe to Education Dive: Topics covered: higher ed policy, governance, technology, online learning, MOOCs, for-profit news and much more. We focus not just on collecting outcome data for the sake of accountability (e.g., are teachers showing up to class or are students passing their exams?) LearnWell Acquires Comprehensive Counseling to Expand Range of Services Supporting K-12 Stud... LearnWell Names Ardena White as Vice President of District Mental Health Partnerships. That begins by looking across the board. Are they struggling to adjust to the new realities of life and learning in the era of COVID? First, data can provide insights on program effectiveness, allowing governments and donors to identify, finance, and scale the most effective interventions.

Even if COVID didn't come, this was going to come to a head because institutions can no longer just raise tuition and grow enrollments. We spoke with HelioCampus CEO Darren Catalano about the analytics firm's first acquisition and helping colleges understand costs. Data collection in the special education classroom is a big undertaking. But that's just part of the story. Could Trump's proposed visa rule cause foreign students to forgo US colleges? I don't know, but what I would say is it's not unreasonable to see that many institutions are going to have to become smaller and more focused and differentiated to ensure their sustainability. COVID has given us access to more data than ever before. The movement, which some thought could "save" higher ed, even had a major ed tech industry group's support, though the shift hasn't been without criticism. Prior to COVID, a lot of colleges and ed tech vendors were focused on growing resources and not on rationalizing cost structure. This is not just in higher ed, I feel this running HelioCampus. It's also exacerbated these blind spots. Guidance for the Brookings community and the public on our response to the coronavirus (COVID-19) », Learn more from Brookings scholars about the global response to coronavirus (COVID-19) ». To learn more about the role of data and analytics in that conversation, we talked with. However, data is not just about final project outcomes: Collecting information about implementation in real-time, and creating feedback loops to decisionmakers, allows for adaptation and improvement. Data collection is a regular activity in the special education classroom. Nov 28 – Dec 1, 2020, Study: Schools still struggle with distance learning, but key solutions are emerging, Pennsylvania college system redesign full of unknowns, Noodle Partners teams with for-profit college operator to launch tuition benefit platform. CUE also focuses on the collection, analysis, and use of data to achieve outcomes in early childhood development and education—centered around four key types of data: real-time performance, results, cost of service delivery, and cost of inaction.

To participate in outcome-based financing structures, service providers need accurate real-time performance data to effectively adapt performance and meet targets.