Data Dashboard
Coming Soon!
Introduction
Accessing consistent, longitudinal information about students over time has long been a challenge for educators, community partners, and students themselves. Data are often scattered, delayed, or incomplete, making it difficult to track how students progress across years. To help address this gap, we developed a longitudinal dashboard using datasets provided by the Research Alliance for New York City Schools.
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The development of this dashboard grew directly out of the work that began with #DegreesNYC's Changing the Odds report, which demonstrated the importance of tracking student data over time to see patterns in students' journeys and broader systemic trends. The Data Dashboard builds on this foundation by transforming those insights into an interactive, ongoing tool.​
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This dashboard is designed to help users explore trends across cohorts and gain insight into emerging patterns in the data. By examining the trends surfaced in this dashboard, stakeholders can better understand students’ experiences and make more informed decisions that support their success.​​​ The Dashboard gives our community a shared tool to monitor progress, surface disparities, and hold ourselves collectively accountable for changing the odds.
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The graphs throughout this application are intended to display the paths students take to and through college, beginning in their freshman year of high school. A series of bar graphs is presented, that can be be updated to show students in different 9th grade cohorts, of different race/ethnicity, gender, from different Boroughs, and with different education statuses, among other characteristics.
The following dropdown menus and sliders appear on one or more of the charts:
Student Characteristic: Charts can be explored within student characteristics. Changing the value in this dropdown will change the rows that appear on the graph as well as the selectable additional characteristics.
Additional Characteristic: If available, this allows you to drilldown by an additional student characteristic.
College Level: On the charts displaying college-level outcomes, you can select whether to examine outcomes for students who attended a four year or two year college, two year only, or four year only.
Years Persisted: The persistence chart can be examined by the number of years a student persisted: two or three years.
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Dos and Don'ts with the Data
The chart(s) in this dashboard show aggregate high school data for students who attended school in the New York City Department of Education (NYCDOE). The data can be grouped along many student characteristics to uncover trends including: race/ethnicity, gender, English language learners, individualized education program status, and free/reduced price lunch eligibility. The best data is not without bias, and further bias is added as data is interpreted. Here are a few dos and dont's to consider as you explore the chart(s) on this page:
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Do: Remember that students can belong to more than one group simultaneously.
A student might be, for example, both an English language learner and have an IEP. These overlapping identities can lead to vastly different social experiences, and students experiencing one form of marginalization are likely to experience others.
Don't: Ignore the effecs of discrimination.
As differences emerge in these charts, consider what challenges or barriers students in different groups are exposed to that prevent them from reaching their full potential. Avoid simplistic conclusions about students' abilities.
Definition of Terms
Race: Student, self-selected race/ethnicity. Limited to the values of Asian, Black, Latinx, White, and Other.
Gender: Student, self-selected gender. Limited to the, binary, male and female.
English Language Learner (ELL): Students whose native language is not english and who have been identified as in need of additional support in learning English.
Individualized Education Program (IEP): Students with an individualized education program, developed by their school in partnership with the student and their guardian(s).
Poverty Status: Students who are eligible for free/reduced price lunch.
Borough: The borough of New York City in which the student attended high school.
On-track: Defined as completion of 10 or more credits and passing one regents exam by the end of 9th grade.
High School Graduation: Timing of high school graduation. On-time indicates that a student graduated within 4 years of enrolling; late indicates that a student did not. High school graduation only includes students who graduated with a Regents or Local diploma. Students graduating with a GED or IEP diploma are counted as non-graduates.
College Enrollment Level: Level of college at which students enrolled. Choices are limited to any, 2 year college, and 4 year college. Enrollment refers to ever enrolling within a six year window beginning at anticipated high school graduation, unless the legend indicates otherwise (i.e. on-time or late enrollment explicitly). That is, it’s possible for a student to be counted in both the 2 year and 4 year persistence figures, for example, if they attended institutions at both levels.
Years Persisted: Number of years that a student successfully re-enrolled in college. The denominator for figures in this tab is students who enrolled in college, rather than the full cohort.​​​
A Few Notes: ​
1. On each chart, "year" represents the year that the data is collected. For example, if a student enrolls in high school in 2009, you could find their specialized high school attendance outcomes in that same year (2009). You would need to look 4 years later (2013) to find their GPA outcomes. For college outcomes, you would look 10 years from high school enrollment (2019).​
2. This data measures college completion up to 6 years after a student first enrolls in college.
Student Guide:
How to Use the Dashboard
Our Data Fellows discuss how they would use the Data Dashboard in their educational journeys.
​The data that powers this dashboard was provided by The Research Alliance for New York City Schools and sourced from the New York City Department of Education and the City University of New York (CUNY).
We are grateful to the Gates Foundation, whose generous funding has made this project possible.