Committee forwards five UDRC research questions to full board for review
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Summary
The committee voted to forward five proposed research questions for the Utah Data Research Center (UDRC) to the full State Board for review and possible approval as USBE research priorities. The questions aim to examine postsecondary outcomes, CTE impacts, advanced coursework, and math-course patterns.
The committee voted to forward the set of research questions submitted to the Utah Data Research Center to the full Utah State Board of Education for review and possible approval as USBE research priorities.
Research consultant Andy Windshooter (UDRC) and staff described five primary questions that would guide multi-agency, longitudinal studies using the state longitudinal data system. The questions cover topics including postsecondary and workforce outcomes for early high school graduates versus traditional graduates; outcomes associated with career and technical education (CTE); the effects of advanced coursework participation; and how high school math course taking patterns relate to higher education retention and outcomes.
Windshooter explained the questions are intended to inform policy by measuring long-term outcomes tied to specific educational choices or interventions. “If we find that there are benefits above and beyond traditional high school graduation, that might influence future policy decisions,” Windshooter said.
Board members asked about data sources and privacy. Director Katie Chalis and staff explained the UDRC uses the state longitudinal data system, a multi-agency database that includes workforce, higher education, health and education records. Chalis said FERPA allows data disclosure to another government agency for audit and evaluation purposes and that the UDRC is not permitted to re-disclose identifiable student data outside its authorized environment.
Member Randy Booth moved to forward the presented research questions to the full board; Member Boggess asked the committee to amend the motion to forward the questions “for review and possible approval.” The committee agreed to the amended wording without objection and the motion passed unanimously.
Staff said the questions can be refined with sub-questions (for example, to specify integrated math versus traditional algebra pathways) and that UDRC must show the projects benefit at least two state agencies to qualify for funding.