Minnesota is developing a P-20 statewide longitudinal education data system (SLEDS) that will be jointly managed by the Minnesota Office of Higher Education and the Departments of Education and Employment and Economic Development. The system will match student data from pre-kindergarten through completion of postsecondary and into the workforce, enabling educators and policymakers to answer a range of program and policy questions that can be used to gauge the effectiveness of programs and design targeted improvement strategies.
The Minnesota Statewide Longitudinal Education Data System (SLEDS) project will bring together data from education and workforce to:
The Statewide Longitudinal Education Data System will bridge existing data. Using the four P's—Pathways, Progress, Predictors, and Performance, stakeholders will have a framework to assess and evaluate data across systems to answer critical and long-ranging questions and build a comprehensive body of information to inform future decision-making.
Pathways: The movement of individual students between K-12/Higher Education/Workforce
Progress: The benchmarks or transition points students meet—or fail to meet.
Predictors: The characteristics, patterns, or commonalities that help explain which students succeed and which do not.
Performance: How well are education and workforce aligned for individual success?
The Minnesota P-20 Education Partnership governs the SLEDS system. The project is jointly managed by the Minnesota Office of Higher Education and the Departments of Education and Employment and Economic Development. On April 14, 2010, the Minnesota P-20 Education Partnership adopted the following governance structure for the SLEDS system:
The Education Research & Data Center (ERDC) in the Washington State Office of Financial Management conducts analyses of early learning, K-12, and higher education programs and education issues across the P-20 system. ERDC has compiled a list of critical questions and a compendium of key education indicators for focus in P-20 system development.
The Florida Division of Accountability, Research and Measurement provides education information to inform policy and support high standards that will continually improve student achievement and opportunities throughout Florida's PK-20 education system.
The Florida Education & Training Placement Information Program (FETPIP) is a data collection and consumer reporting system established by Florida Statutes Section 1008.39 to provide follow-up data on former students and program participants who have graduated, exited or completed a public education or training program within the State of Florida.
Visualizing Transitions from Education to Industries. A common question is whether college graduates are employed in sectors related to their major. This document shows the transitions from community college “career clusters” to one of the 20 industrial sectors. Calculating Returns to Degree Using Administrative Data. Does a college degree provide economic returns to the individual? “Measuring Transitions into the Workforce as a Form of Accountability.” 2011. IR Applications No. 32 November.
The Illinois 2002 cohort study represents a vision of the results that would be available in the future with the development of the State's longitudinal system. In this report the Illinois Education Research Council provides a focused analysis of initial college enrollment and the attainment of intended outcomes for those enrolling at two-year and four-year institutions, specific pathways and completion patterns and participation and completion outcomes by student characteristics, characteristics of high schools and postsecondary institutions.
Steve Hine, Research Director
Minnesota Department of Employment and Economic Development (DEED)
332 Minnesota Street - Suite E200
St. Paul, MN 55101
Jennifer Dugan, Director of Statewide Testing
Minnesota Department of Education
1500 Highway 36 West
Roseville, MN 55113