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Grace and Lisa are both high school students with their own needs and goals. Grace wants to be the first person in her family to go to college. Lisa already knows the type of career she wants. Both of them need access to data to navigate their unique journeys.
Individuals need information to answer questions about their postsecondary pathways. What programs meet my needs? Where can I meet my goals without unnecessary debt? Should I go to a four-year college or does an apprenticeship better fit my needs? What outcomes can I expect? Robust data systems must enable data access to help students seamlessly navigate transitions from high school into college and career pathways.
Changing state data systems to enable access can help a variety of users answer questions, make decisions, and navigate moments of transition. But the power of data doesn’t stop with students navigating their own journeys.
- The public needs access to aggregate data to hold their governments accountable for outcomes, understand how local schools impact transitions into college and career, and ensure that other community members can navigate education and career preparation programs available to them.
- State and local policymakers need access to data to ensure their policies support students like Grace and Lisa. Policymakers need data to answer emerging questions about how education systems are serving students, plan for changes in programming that supports students, and allocate resources into programs that work.
To learn more about Grace and Lisa’s journeys and the needs of other data users, like college students, job seekers, and researchers, visit DQC’s website.
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