RCW 43.41.400 mandates that ERDC shall, "in consultation with the legislative evaluation and accountability program committee and the agencies and organizations participating in the education data center, identify the critical research and policy questions that are intended to be addressed by the education data center and the data needed to address the questions."

Each critical question is designed to build a framework for research projects that examine systemwide practices. Some projects may identify practices that lead to disparities, while others may highlight policies that lead to positive change. ERDC continues to critically examine how we collect, analyze, and report our data in ways that acknowledge historic inequities, challenge the status quo, and reflect ERDC’s commitment to equity.

Education Systems & Transitions

Are resources and access to educational opportunities distributed equitably across the Washington education system?

Because of the longitudinal, cross-sector data housed at ERDC, we are well-positioned to examine how students transition between our state education systems on their educational journey. Rather than focusing on student outcomes, these studies focus on resources and opportunities available to students. Metrics to evaluate education systems and transitions may include funding for resources, teaching qualifications, or access to advanced course offerings. By examining the system inputs, ERDC can investigate whether opportunities are distributed evenly to different student groups statewide.

Studies under this critical question build an understanding of resources available to students as they shape their education pathways to inform what types of policies might support students at key transitions along the way.

Student Outcomes & Milestones

How well is the Washington education system producing equitable educational outcomes, particularly for historically marginalized or underserved student groups?

ERDC compiles data related to student outcomes, as well as key milestones that indicate a student’s likelihood for educational success. Important outcomes include, but are not limited to, Kindergarten readiness, state assessment scores, graduation rates, postsecondary enrollment and retention, and workforce wages. ERDC analyzes student data with a specific focus on understanding the experiences of students from historically marginalized or underserved groups, as well as how these identities intersect.

Studies under this critical question identify disparities that exist between student groups. They may either provide evidence for the need for intentional policies aimed at reversing historic inequities or they might evaluate the success of existing policies implemented by the legislature.

Educator Workforce

How well does the Washington education system attract, prepare, and retain a diverse educator workforce that can meet current and future student needs? 

ERDC houses educator preparation program data, as well as educator workforce data. This includes information on teachers, paraeducators, and administrators. We recognize that the term educator can be applied to many roles from early learning to advanced postsecondary education. At this time, the most comprehensive data available is related to the K-12 educator workforce. There may be opportunities to expand the research beyond this group with more advanced data collection methods in the future.

Studies under this critical question describe the educator workforce supply to help our state understand how to attract and prepare the next generation of educators.

Education and Social Conditions

How do state systems and social conditions in Washington impact student opportunities and outcomes?

Students are not one-dimensional, so the approach to understanding student outcomes and experiences should not be either. Students are influenced by their local communities, both geographically and socially. They also have interactions across multiple systems that are supported by the state. The Office of Equity in Washington has identified 15 Determinants of Equity, or social conditions, on which the state will focus. Some examples include access to affordable food and housing, public safety, and economic justice. Gathering and analyzing data to examine the intersections of education with these social conditions is a challenge, but a new opportunity for ERDC.

Studies under this critical question provide a better understanding of how data from other fields, such as health or criminal justice, can inform the educational system to lead to increased equity and improved outcomes for students.

Data availability and usability

What is the availability and utility of data to answer current and emerging education research questions in Washington? 

ERDC is responsible for developing, maintaining, and ensuring the quality of the P20W data warehouse. ERDC also works closely with other agencies across that state that hold or maintain non-education administrative data. In this unique role, ERDC can identify gaps and opportunities in data collection, availability, quality, and use. By evaluating the availability and usability of administrative data across state systems, ERDC can bring together these disparate data sources, determine the quality of the data, and identify analysis approaches that illuminate student experiences across the state while protecting student privacy.

Studies under this critical question will evaluate the quality, reliability, and validity of education data and explore innovative analysis approaches to enhance the usability of that data. Studies under this critical question will also explore data availability from both education and non-education agencies to determine whether additional elements exist that can enrich the education data and research infrastructure.