An occasional online feature
Building a Data Warehouse
How you collect, manage, and report data
may be the difference between success and failure
By Elliott LevineEveryone's praising data-driven decision making these days, but turning this concept into reality remains a distant dream for many school districts. Although they try various forms of implementation, districts often
overlook the most essential ingredient -- data. How a district collects, manages, and reports its data can mean the difference between successful analysis and misguided intentions.
A growing trend among school systems is to harness technology solutions that allow them to analyze data in more effective ways. Leading that evolution is an approach known as data warehousing. Its premise is rather simple, yet how data warehousing works can be complicated and
intimidating.
Some districts have been successful in implementing such solutions, but others invest precious funds only to find they have no meaningful data to study or, worse, the system they bought does not work. Poor planning, inconsistent data collection, and use of ineffective technology vendors can turn your data warehouse into a data desert.
By understanding the basics of data warehousing and steps you can take to enhance data collection and reporting, you can greatly improve your chances of making data-driven decision making a reality.
What is data warehousing?
Sharing information via data warehousing is like sharing information on the floor of the United Nations. Each database is like a different country's ambassador -- each speaks a different language and cannot fully
understand what the other ambassadors are saying.
Like these different ambassadors, a school district's databases often
cannot understand each other. On average, you can expect to find six to 10 such databases in a district, tracking everything from student attendance to personnel and finances, though larger districts could have dozens. Many are designed in different formats, and some older databases -- often called legacy systems -- can't be upgraded.
Technology makes it possible for the U.N. ambassadors to communicate clearly using an extensive network of translators. In real time, speech is translated into several common languages so all can participate. Data warehousing achieves the same level of communication by "translating" the information into a format that can be understood by all of your databases.
In this process, data are normally collected in one of two ways. Most commonly, information is downloaded into a separate database, containing copies of all information from your other systems. This "universal" pool of data can then be used to generate reports and analyze information. Typically, data are updated periodically throughout the year. Alternatively, using an application designed to interact with disparate and legacy systems, each existing database is accessed in real time when an administrator creates a report. The requested information is extracted from each database and brought together for analysis. Although this is a more expensive option, it provides access to the most current and accurate data. With all of the data in one place, a school administrator can analyze the information and create reports using traditional reporting software (such as Microsoft Access or Crystal Reports) or by using built-in report generators provided by some data warehousing vendors.
Analysis and research that might have taken days or even weeks to prepare can now be ready in a matter of minutes.
The SIF approach
This sounds simple enough, and in theory it is. Implementing it properly is a much greater challenge, however.
Databases collect duplicate and possibly inconsistent information, which could lead to false reporting and inaccurate results. Before information can be extracted, it needs to be "cleansed" to prevent such problems from occurring. Working with an older system can present an entirely different set of problems because downloading its data into useful formats may require custom programming.
With a growing number of companies offering administrative software to K-12 schools, the likelihood of incompatible systems continues to rise. In response, a consortium of software publishers developed the Schools Interoperability Framework (SIF), which created a consistent software standard so it is easier for software programs to share data.
Unlike data warehousing, which attempts to translate the disparate systems, the SIF approach is to have all software speak a common language. Using a standard known as XML (Extensible Markup Language), data can be shared between systems seamlessly.
A SIF environment also helps reduce the time for data input. How many systems in your district require someone to type in the name, address, and related information about a student? It's likely you type the same
information four or five times into different systems. Using entirely SIF-compliant systems could help eliminate the need for repetitive data entry, reducing staff time.
If money were no object, it would make sense to upgrade or replace obsolete systems with newer software that is fully SIF compliant. Most districts can't afford to purchase all new systems simultaneously, however. And unfortunately, some companies' claims of being SIF compliant are nothing more than pipe dreams, which hurts the reputation of publishers who are making a real effort to enhance their products.
Steps to success
If your district is considering data warehousing, the first step is to determine the current state of data in your district. Once you engage a relationship with a technology vendor, the company will be more than happy to accept payment for its product and charge additional fees for consulting and custom programming. Taking these steps first can help prevent some costly mistakes.
* Determine what data your school currently collects. Evaluate each existing database and list what information it maintains (such as student attendance or state assessment test scores). Compile this information on a spreadsheet to get a visual representation of what information you
currently have on your students. If you find it consists only of attendance and semester grades, data warehousing might not be in your immediate future. You cannot evaluate student performance without meaningful data to analyze.
* List what data you could collect. Review each existing database and list all of the possible data entry fields in your systems, highlighting those you don't currently use. Many schools underuse existing student
information systems, as well as other databases, collecting only the most essential information. Yet, additional fields such as discipline, family history, and pupil transportation -- if used and maintained -- could provide a unique perspective.
If you have not maintained sufficient data, spend a year trying to collect the information. You might find immediate benefits by using your existing student information system to analyze performance -- without data warehousing or purchasing a new, more expensive student
information system. Information that might seem trivial at first, such as observations from school bus drivers and hall monitors, can be useful in identifying larger trends in student performance.
* Do you need to replace any existing databases? Are any of your existing systems so old that updates are no longer available and the company has long since disappeared? If these legacy systems are not delivering efficiently, you're probably wasting time and money trying to maintain them. Before moving to data warehousing, though, review your existing databases and decide if any require replacement. When
evaluating newer solutions, be certain to verify that the company's products are SIF compliant.
* Do your homework on software publishers. Should you decide to replace your student information system, evaluate the market critically. Sometimes smaller companies can deliver more personalized solutions, while larger publishers can offer greater resources to develop new modules and reporting functions necessary for your state or region. Site visits to schools using the products are a must. Find out the pros and cons from the people who enter and manage the information. Confirm with the Schools Interoperability Framework consortium that the
company is a member of the compliance beta program. This helps ensure that the company's products have been tested for compliance in a school environment.
* Evaluate data-warehousing providers. When previewing student information systems, you can try full versions of the software. But when evaluating data-warehousing products, you view an example of what can be done with your school's data. No two school districts use the exact same systems, so data-warehousing vendors can only discuss how they will provide a solution to your school.
Sometimes it will sound like a solid plan; other times it might only sound like vaporware -- a product that doesn't really exist. As above, visit schools using the products to view working models. But ask them about the pitfalls of data warehousing as well. Does the system deliver all the analysis they thought they would get? How has the analysis impacted how they have structured their instruction?
* Know your costs before you begin. I've seen identical products for the same school district vary from $50,000 to more than $250,000. One district paid more than $325,000 for a product the company advertised elsewhere for less than $90,000.
Unlike publishers of student information systems, many of which have been in business for more than a decade, many data-warehousing
companies are in their infancies, and some are more reputable than others. Building a client base and growing a company in this sector requires years of consistent high-level service. Talk to colleagues to find out which vendors are worth your time, attention, and -- most important -- your money.
* Make sure training is covered in your plan. Want to ensure that your new $100,000 student information system goes to waste? Simply provide little or no training for your staff. If you're allotting funds for a new system, set aside money for on-site or off-site training for all staff members who will use the software. Also, set aside time following the training for the staff to get accustomed to the new software.
All too often, schools send people for a day's training on software only to give them a list of tasks when they return, leaving them no time to
practice using the new software. To ensure a successful implementation, take the current funding allocation for training and triple it.
creating reports must be tempered with good, sound judgment. These reports must also be maintained with all school documents in compliance with freedom of information legislation (FOIL).
FOIL typically allows access to records and documents that do not divulge personal details about a student. For example, once you have created a report that compares the performance of minority students on state assessment tests, someone -- a local resident or a member of the media -- could request that report under FOIL. Unless you can argue that the report would divulge personal information, the individual would likely be entitled to view the report.
The bottom line
The journey of 1,000 questions about academic success begins with a single "How are we doing?" The desire to integrate all meaningful and available information into the decision-making process is sound.
However, the path to collecting meaningful information and reporting that data is not as clear.
While a few districts have been successful in implementing data warehousing, many others are either reluctant to proceed or have made mistakes that impede their ability to use this information. The bottom line is making common-sense inquiries into local successes and taking a cautious but informed approach to selecting vendors who can help you meet your objectives.
Elliott Levine is the director of PAPERbasket, a national consulting firm providing public relations and marketing support to schools and
educational companies.
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