Dashboards for policymakers

Maryland Leaders Consider Data Tools for Policymakers

Jenna Leventoff
Thursday, April 20, 2017

WDQC, in collaboration with the Maryland Longitudinal Data System (MLDS) Center, held a packed meeting this week about using data tools to impact policy change in Maryland. At the meeting, more than 35 representatives of Maryland state and local governments, postsecondary academic institutions, and Maryland-oriented foundations joined together to learn about data tools for policymakers and discuss how they could be used to further Maryland’s policy priorities.

Utah Bill Bolsters Workforce Data

Jenna Leventoff
Monday, April 3, 2017

New legislation, UT SB 194, replaces Utah’s longitudinal data system, the Utah Data Alliance (UDA) with the Utah Data Research Center (UDRC). In doing so, this bill changes the system’s governance model, builds the state’s research capacity, institutionalizes inter-agency data sharing, and promotes data use.

More States Release Data Tools

Jenna Leventoff
Friday, September 23, 2016

More and more states are creating online tools to help students and programs get the information they need about higher education programs. This year, Connecticut and Indiana have each released tools that can help these audiences answer critical questions about how graduates fare in the labor market.

Conference Shows Off Midwest Dashboards

Christina Pena
Friday, June 17, 2016

Regional economic dashboards for workforce stakeholders were on the agenda during the Council for Community and Economic Research (C2ER) and Labor Market Information (LMI) Institute conference recently held in Minneapolis. Many agencies and institutions are now producing easy-to-access information on key workforce indicators. Here are just a few that were featured during the conference.

Maryland Dashboards Answer Research Questions

Jenna Leventoff
Wednesday, April 20, 2016

The Maryland Longitudinal Data Center has recently added new dashboards to its website that will allow policymakers to easily assess outcomes and answer research questions such as “what happens to students who start at community colleges and do not go on to 4-year institutions?” and “what are the workforce outcomes for Maryland students who earn a high school diploma but do not transition to postsecondary education or training?” 

Pages