Title
Big Data 4 Big Issues: Reducing the Achievement Gap Through Targeted Analytics
Format
Individual Presentation
First Presenter's Institution
Newton County School System
Second Presenter's Institution
Newton County School System
Third Presenter's Institution
NA
Fourth Presenter's Institution
NA
Fifth Presenter's Institution
NA
Location
Harborside East & West
Strand #1
Academic Achievement & School Leadership
Strand #2
Social & Emotional Skills
Relevance
Local educational agencies are innundated with a myriad of data. Having a vast amount of data is irrelevant, the data only becomes relevant if one knows what to do with it. When data is correlated with appropriate analytics educational professionals are able to accomplish the following:
- Identify at-risk populations
- Root causes of failure, issues and defects in near-real time
- Identify appropriate programs
- Detect behavior before it affects an organization
The aforementioned will assist with effective school leadership, closing the achievement gap and understanding that at-risk populations are individuals that are at-promise.
Brief Program Description
This presentation will provide attendees with a different perspective on data analysis and how data is to be used to effectively and efficiently to transform low performing educational environments. The presenters will share guiding principles and practices, that were derived from high-powered data analytics, that have led to organizational cultural shifts, academic success in the classroom and program development.
Summary
N/A
Evidence
N/A
Biographical Sketch
Patrick E. Carter, III, PhD. is a principal in the Newton County School System. He received a Bachelor of Arts degree in Mathematics from Morehouse College, a Master of Education from Christian Brothers University, and a Doctor of Philosophy in Leadership in Educational Administration from Capella University. Throughout his educational career Dr. Carter has always used his analytical background to create an educational environment that supports students, teachers and parents. As an adept, analytical detail-orientented professional Dr. Carter credits his success as a principal to his experiences as a high school Math Teacher, Football/Track Coach, Assistant Principal/Data Analyst, Secondary Special Education Coordinator, RTI Coordinator and Data Scientist with a knowledge base of proficiencies in the Hadoop Ecosystem, Mongo DB, Python, SQL, and Oracle 11g and 12c Database Administration.
Victoria A. Lockhart, Ed.D. is a School Counselor in the Newton County School System. Educationally, she received a Bachelor of Arts degree in Spanish from Albany State University, a Master of Science in Education degree in School Counselor Education from Fort Valley State University, and a Doctor of Education in Curriculum & Instruction. For nearly a decade, Dr. Lockhart has been an advocate for the success, development, and well-being of all students, especially at-risk girls. As a school counselor she has had the opportunity to create mentoring groups and provide mentors for at-risk students who are in need of academic, social, and emotional support.
Keyword Descriptors
Data Analysis, Early Intervention, Turn Around School, Reducing Achievement Gap, Program Development
Presentation Year
2017
Start Date
3-7-2017 4:00 PM
End Date
3-7-2017 5:30 PM
Recommended Citation
Carter, Patrick E. III and Lockhart, Victoria, "Big Data 4 Big Issues: Reducing the Achievement Gap Through Targeted Analytics" (2017). National Youth Advocacy and Resilience Conference. 71.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2017/2017/71
Big Data 4 Big Issues: Reducing the Achievement Gap Through Targeted Analytics
Harborside East & West
This presentation will provide attendees with a different perspective on data analysis and how data is to be used to effectively and efficiently to transform low performing educational environments. The presenters will share guiding principles and practices, that were derived from high-powered data analytics, that have led to organizational cultural shifts, academic success in the classroom and program development.