Connecting the Dots: Data Use in Afterschool Systems - The Wallace ...

Chicago, IL: Chapin Hall at the University of Chicago, 2016. ... Table 5. Processes and People in the Development of Data Systems. 20 ..... software systems, hybrid systems that combine packaged and custom-built solutions, and custom.
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Connecting the Dots: Data Use in Afterschool Systems

Chapin Hall at the University of Chicago April 2016

Julie Spielberger Jennifer Axelrod Denali Dasgupta Christine Cerven Angeline Spain Amelia Kohm Nicholas Mader

Commissioned by:

Connecting the Dots: Data Use in Afterschool Systems ACKNOWLEDGMENTS We would like to acknowledge contributions to this study and report of current and former Chapin Hall colleagues Cheryl Smithgall, Stephen Baker, Lisa Walker, Natalya Gnedko-Berry, and Carolyn Winje, as well as research assistants Sarah Bryce, Callie Frietag, and Ji Yoon Noh. At Chapin Hall, Deborah Daro, Robert Goerge, and Ada Skyles provided guidance on the study design and/or feedback on draft reports. We also acknowledge Matt Brenner for his assistance in editing and producing this report. In addition, we thank Cynthia Coburn, Amy Gerstein, and Robert Halpern for their review and thoughtful comments. We are grateful to The Wallace Foundation for its support and ongoing guidance in the development of this study. We would like to thank the city stakeholders for partnering with Chapin Hall throughout this project to share their knowledge and experiences and to describe the evolution of their afterschool systems. Citation: Spielberger, Julie, Jennifer Axelrod, Denali Dasgupta, Christine Cerven, Angeline Spain, Amelia Kohm, and Nicholas Mader. Connecting the Dots: Data Use in Afterschool Systems. Chicago, IL: Chapin Hall at the University of Chicago, 2016. © 2016 by Chapin Hall at the University of Chicago 1313 East 60th Street Chicago, IL 60637 ISSN 1097-3125

Table of Contents Executive Summary Key Findings

vi vii

Conclusion ix

1. Introduction

1

The Next Generation Afterschool System-Building Initiative

3

Research Questions and Study Methods

3

Conceptual Framework: Aspects of a Data System

4

Overview of the Report

7

2. The Context and Goals for Data Use

9

Contexts for Afterschool System Building

9

Goals and Purposes for Investing in Data Use

15

Summary 16

3. Building Capacity to Collect and Organize Data

19

Assessing and Engaging the Network

21

Selecting Data Elements

21

Establishing a Management Information System (MIS)

24

Establishing Formal Agreements Among Network Partners

33

Preparing and Training the Network

35

Establishing and Maintaining Data Quality

37

Getting Data Flowing

39

Summary 42

4. Using Data and Building Capacity for Data Use

43

Data Use for Learning and Improvement

45

Strategies for Building Capacity for Data Use

50

Summary 61

5. Summary and Emerging Themes

63

Summary of Findings

64

Connecting the Dots and Looking Ahead

68

Bibliography 69

Appendix: Interview Guide (Phase 1)

iv | Chapin Hall at the University of Chicago

71

List of Figures Figure 1. Aspects of an Afterschool Data System

6

Figure 2. Foundational Partners in Next Generation Afterschool Systems, 2014

10

Figure 3. Types of Data Selected for System-wide Collection, 2014

22

Figure 4. Types of System-wide MIS Selected by the Next Generation Cities 25 Figure 5. MIS Status of the Next Generation Afterschool Systems at the End of 2014

28

Figure 6. Common Objectives for Data Use Trainings Reported by Afterschool Systems

36

Figure 7. Strategies U