Purpose of Viewing Dynamic Cohorts, Overview
In general, all cohorts provide a great opportunity to follow a selected group of students’ data longitudinally and perform data analysis, disaggregation, and inquiry.
DPI can create public dynamic cohorts more easily than it can create filter options for each dashboard. As such, it provides a win-win result of DPI being able to provide tools to narrow the scope of dashboard data, and LEAs being able to use this tool quickly and with ease.
We hope school districts continue to look for ways to improve student outcomes. Allowing the flexibility to filter and disaggregate data in a new way allows users to look at their data from a different perspective in order to find issues and opportunities.
Mobile Students Cohort:
Definition of Mobile Students Cohort: Mobile Students are those students who:
- Transferred schools between the Third Friday of September and the end of the school year (in the prior year), OR
- Had a gap in enrollment of equal to or greater than 30 days.
- This gap can be a result of:
- Changing schools within a district
- Changing schools within two or more districts
- Changing from public school/s to private school/s, including a change to home-based private education (i.e., home schooling)
Purpose of Mobile Students Cohort: This cohort provides data on students who changed schools in the prior school year and allows educators to examine equitable outcomes across various student performance indicators.
Best Times of Year to View this Cohort Data: Mobile status may impact enrollment records, and enrollment is a demographic data element can impact Year End status for the December snapshot, However, this cohort group is not intended to be used to data quality auditing.
Rather, use the cohort data to identify problems anytime an LEA needs to analyze any data specific to these sets of students.
- For example, schools could use this cohort group to determine what effects mobility (i.e., transferring students, “transient” students, students hopping from school to school to school) has on student performance (e.g., graduation rates, Forward or ACT test scores).
- If there is a correlation, is the student performance better, the same or worse than non-mobile students?
- How does the data differ for students who have been mobile for one year versus students who have been mobile for multiple years?
- If a problem is identified, why is that and how does the LEA alleviate this?
- How will the LEA process that information to affect educational equity and policies in schools?
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