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Home > Research, Data & Reports > Minnesota P-20 Statewide Longitudinal Education Data System

 

Minnesota P-20 Statewide Longitudinal Education Data System


 

Minnesota developed the Minnesota Statewide Longitudinal Education Data System (SLEDS) matching student data from pre-kindergarten through completion of postsecondary education and into the workforce. Bridging existing data with other incoming data a range of education programmatic and delivery questions can be answered to gauge the effectiveness of current programs and design targeted improvement strategies to help students.

SLEDS brings together data from education and workforce to

  • Identify the most viable pathways for individuals in achieving successful outcomes in education and work;
  • Inform decisions to support and improve education and workforce policy and practice, and
  • Assist in creating a more seamless education and workforce system for all Minnesotans.

The Minnesota P-20 Education Partnership governs the SLEDS system. The project is managed jointly by the Minnesota Office of Higher Education (OHE), Minnesota Departments of Education (MDE), and Employment and Economic Development (DEED).

Minnesota Research Using SLEDS Data:

About SLEDS

What is SLEDS? In order to answer policy questions and gauge effectiveness of improvement strategies, SLEDS will bridge existing data with incoming data. A four P's framework of Pathways, Progress, Predictors and Performance will help stakeholders assess and evaluate data across systems to answer critical and long-ranging questions. This will build a comprehensive body of information to inform future decision-making.

The Four P's:

Pathways: The movement of individual students between K-12/Higher Education/Workforce

  • Who enrolls in college and when?
  • How many students who drop-out re-enter at a later time?
  • Does education lead to higher wages?

Progress: The benchmarks or transition points students meet —or fail to meet.

  • How many high school graduates choose college, how many choose work?
  • Does full-time college enrollment matter to degree completion?
  • What industries employ college grads and at what wages?

Predictors: The characteristics, patterns, or commonalities that help explain which students succeed and which do not.

  • Student demographics
  • Immediate vs. delayed entry into postsecondary education
  • Level of educational credentialing

Performance: How well are education and workforce aligned for individual success?

  • Where are Minnesota students and workers succeeding?
  • Where can we improve?
  • Where can we focus additional strategies and resources?

Contact:
Meredith Fergus, Office of Higher Education, 651-259-3963

 

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