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Omschrijving

In the digital age, information is power. When information is effectively harnessed and aligned with student
learning, it carries the potential to radically transform the delivery of education, as well as the sector as a whole.
Increasingly, education systems are moving away from using education data narrowly for compliance purposes,
and instead are embracing data as a tool to drive system-wide innovation, professionalization, and most
importantly, learning. Whether to prioritize and optimize data and information systems around student leaming is
no longer an option, but an imperative for education systems that aim to excel and achieve strong learning
outcomes.

Over the last several decades, fundamental shifts have occurred in the way that education data is collected,
managed and used. Today real-time learning data informs classroom instruction; predictive analytics identify atrisk
youth before they drop out of school; and data from preschool to workforce (also referred to as P-20W) are
linked to help guide education reforms. These represent just a few of the innovative ways that schools and other
stakeholders across the United States are hamessing data to improve education.

This study builds on a 2015 World Bank report that assessed education management information systems
(EMIS) in the State of Maryland. That report uncovered a successful system and this one expands on lessons
learned and ways to apply them in practice. The goal of this study is to distill Maryland's good practices in
education data systems, and share them in a way that is useful to education stakeholders interested in
harnessing the power of data to strengthen learning outcomes. This study also examines the history of education
data collection and use in the United States with a focus on the State of Maryland, including a review of federal
and state legislation that has helped to shape Maryland's education data policies and systems.