In their (2015) publication “Open Data as Open Educational Resources” Atenas and Havemann suggest “wider engagement with, as well as transparency of, public knowledge, are…very worthy aims for education.” In the spirit of this assertion, and as a means of demonstrating the value of open practices in education data, Fellows from the Harvard Strategic Data Project will outline how collaborative, open partnerships enhance their work in examining data practices in High-Dosage Tutoring (HDT). This session explores how HDT has been implemented as a remedy for COVID-related learning loss, particularly among students of color and low-income. Featuring diverse data leaders from five state education agencies, it offers evidence-based solutions and discusses the challenges in implementing HDT nationwide. This session will showcase open-access, take-home resources that equip participants with strategies to mitigate pandemic learning loss through open access tools.
Attendees of this session will be able to:- Identify the Value of Open Practices in Data Projects: Participants will learn how open practices enhance data practices such as unifying collection protocols, co-creating data standards and tools, and iterative, real-time peer reviewing.
- Explore the Opportunity of OER in High-Impact Tutoring: Participants will explore alongside the presenters opportunities that to combine OER into HDT.
- Evaluate Financial Investment in HDT: Learn about the financial resources allocated to HDT, including ESSER and state dollars, and the importance of assessing these investments' impact through available open access reports and databases.
- Integrate Evidence-Based Decision Making: Learn how to use evidence and data analysis to make informed decisions about HDT initiatives, with a focus on open access data sources and analytical tools.
