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Teacher/Student Data Link: A Powerful Connection for Improving Educator Effectiveness


The teacher/student data link enables the state to connect students with the educators responsible for their learning. Without this link, the state has separate, unconnected student performance data and human resource data. While Coloradans can learn a lot about students as a group and educators as a group from these data sources, we cannot answer any questions about how these two groups relate. The educator identifier system gives us that powerful connection and allows us to ask much deeper and richer questions.

It is important to note that the student-educator data link is not intended for the state to sanction individual educators. Also, CDE will not be doing any calculations that will create the link. CDE is relying on districts to provide the linked data to CDE. This is a data tool that enables the state to:

  • Provide linked information back to users

  • Conduct research on trends

  • Offer technical assistance to schools, districts and educator preparation programs based on identified trends

Enabling Questions

Examples of the questions we can ask with

Separate Data Sources

Examples of the Questions we can ask with

Student-Educator Data Link


· Tailored instruction informed by student data and aligned to students’ needs

· Are students’ needs being identified and is this information being used to inform instruction?

· Purposeful assignment of teachers to meet students’ needs

· Are students assigned to the teachers who can best meet their needs?

· Targeted services and interventions

· Are students receiving the services for which they are qualified?

· Are subgroups of students gaining equal access to instructional services?

· Are students receiving effective interventions?


· Timely, relevant data that informs instruction

· Are all of my students learning? Who is/is not learning? Where do they need help?

· Data on impact and effectiveness

· How am I impacting my students’ learning? Where can I increase my effectiveness?

· Reflection on current practice

· What’s working? What’s not working?

· Targeted professional development

· In what areas of practice do I need specific professional development?

· What professional development is most effective in meeting my needs and increasing student learning?

Schools and Districts

· Informed staffing assignments

· Are teachers matched to students’ needs? What percentage of students were assigned an ineffective teacher two or more years in a row?

· Evaluation ratings informed by student results

· What is the effectiveness of the educators in the school/district? How is effectiveness changing over time?

· Professional development based in data and tailored to educator needs

· Where do the educators in the school/district need assistance? Which professional development programs have the greatest impact on student learning?

· Induction and leadership development

· How effective is the school/district’s program in enabling new teachers and leaders to operate with competence rapidly?

· Identification of programs that prepare effective educators for the school/district

· What educator preparation programs produce graduates whose students have the strongest academic growth in the school/district?

· Equitable distribution of effective educators

· Are high poverty and high minority schools as likely as schools serving affluent, white students to have effective, experienced, and qualified teachers? How are effective staff distributed within a school?

· Data-enriched school/district improvement plans

· How can the data on teacher effectiveness inform school and district improvement efforts?

· Retention

· Are schools retaining the most effective educators? What are the trends?

· Learning across schools within the district

· Are teachers in certain schools achieving better results with similar students? What can be learned, shared across the district?


· Strategic recruitment

· What educator preparation programs produce the most effective graduates? What makes them effective?

· Which programs produce the most effective graduates in which subject areas and for which types of students or for which academic settings?

· Educator evaluation and effectiveness

· Are educators increasing their effectiveness over time? Are effectiveness ratings comparable and reliable across districts throughout the state? What are the common characteristics that “effective” teachers possess?

· Retention

· Are districts retaining the most effective educators?

· Promising practices

· What programs are increasing educator effectiveness and student learning?

· Common needs and connections

· What districts share common needs? How can the state connect them to resources and shared learning opportunities?

· Equitable distribution of effective educators

· Is the state increasing the equitable distribution of effective educators? This includes looking within schools, within districts and between districts.

· What regions/districts have greatest need for support to improve recruitment and retention efforts?

· Learning across the state

· Are teachers in comparable districts getting better results from similar students? What can be learned, shared across the state?

Educator Preparation Programs

· Effectiveness of program graduates

· How effective are program graduates?

· What are the characteristics of the graduates who are most effective?

· How effective are graduates with specific student populations?

· Are there differences in graduate effectiveness based on subject or grade level?

· How do graduates’ effectiveness change over time?

Note: Data gathered from the student-educator data link will not be published on an individual educator level or in any individually identifiable manner.

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Colorado Dept. of Education
201 East Colfax Ave.
Denver, CO 80203
Phone: 303-866-6600
Fax: 303-830-0793
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