Data-Driven Education Insights

There are 1.1M credentials but our latest research finds that only 12% offer significant wage gain earners wouldn’t have otherwise gotten. The Burning Glass Institute is launching the Credential Value Index to show which ones work, evaluating the outcomes from 23,000 non-degree credentials from over 2,000 providers, including every certification in America—from Coursera digital marketing certificates to OSHA certifications. To see whether they actually deliver for workers, we analyzed how each changed the course of the careers of 7 million people who had earned them. While only 1 in 3 credentials meet a minimum threshold vs. counterfactual peers for either boosting wages, facilitating career changes, or moving people up within their field, we still found 8,000 credentials that really move the needle for workers—often in ways that are transformative. The top decile of credentials yields annual wage gains of nearly $5,000 vs. counterfactual peers, increases by 7x vs. bottom credentials the chances of switching jobs into an aligned career, and boosts by 17x the probability of an earner’s getting promoted within their current field. We found wide variances in outcomes even for the same credential across named providers–and across the portfolio of credential offerings of even high-reputation providers. That says that learners can’t just trust brands and they can’t just trust that a credential will help just because it’s in a high-paying field. Instead, they need real data to help them make informed decisions. Our goal in this work is practical: to put these evaluations in the hands of workers and learners, employers, education institutions & training providers, and policymakers. The Credential Value Index–available through our Navigator site available on https://lnkd.in/e_BTX9bs –makes all 23,000 evaluations accessible to the public, with easy-to-understand metrics of performance, comparisons with other credentials, and helpful context, like which roles earners find themselves working in, which employers they’re working for, and which skills they master along the way. Our research is summarized in an American Enterprise Institute working paper which I coauthored with AEI senior fellow Mark Schneider and Burning Glass Institute colleagues Shrinidhi Rao, Scott Spitze, and Debbie Wasden. You can find it on https://lnkd.in/ezynMA-v. I want to express my deep thanks to Ellie Bertani, Matt Zieger, and the GitLab Foundation for all they have done to support this initiative. I am grateful for your partnership. And a big thank you to Patti Constantakis and Sean Murphy at Walmart for the opportunity to test this framework in a real-world laboratory. Finally, the Credential Value Index builds on a close partnership with Jobs for the Future (JFF). Many thanks to Maria Flynn, Stephen Yadzinski, and their terrific team. #education #careers #highereducation #learning #skills

Bad data = bad decisions. The decision of the U.S. Department of Education to cancel #IPEDS trainings isn't just a budget cut—it’s a #data #quality #crisis in the making. I’ve spent the past decade as an IPEDS Educator with National Center for Education Statistics (NCES) and Association for Institutional Research (AIR)—leading workshops, creating tutorials, and supporting literally thousands of new and veteran institutional researchers. My goal has always been to help ensure accurate reporting and meaningful use of higher education data. That mission is now at serious risk. The Department has chosen not to renew AIR’s contract to provide free, expanded training on IPEDS. You may think, why should we care? Here’s why this matters: 💡 IPEDS isn’t just another bureaucratic form—it underpins nearly every dataset about enrollment, financial aid, completion, and student outcomes. 💡 Over 6,000 institutions rely on it to make decisions that support student success. 💡 Funding for institutions is based in large part on it. 💡 Search engines for students to help them find the college that best fits their needs is based on it. 💡 Higher education policy is based on it. 💡 Accreditors make determinations based on it. Institutional Research isn’t a field people typically enter on purpose. There’s no straight path. Most IR professionals are promoted from within, trained on the job, and handed massive reporting responsibilities with little preparation. That’s why these workshops matter. That’s why they’ve existed. IPEDS training has been the foundation for quality, consistency, and confidence in data collection and use. When training disappears, data quality drops. Episodes of inconsistency, misreporting, and misinterpretation aren’t theoretical—they’re inevitable, affecting policy decisions, public trust, and student impact. Let’s start asking tough questions: ❓ Who will train the next generation of data professionals? ❓ If we lose these supports now, we won’t just miss a workshop—we’ll miss an entire culture of data accountability? ❓ Who is going to ensure consistency and accuracy across institutions? ❓ Who is going to build a common language around enrollment, outcomes, and equity? ❓ Who is going to help data professionals turn compliance into insight? Now, with the Department of Education discontinuing this support, we’re risking a decline in data quality, a growing burden on institutions, and the erosion of one of the most important public datasets in higher education. The loss won’t just affect campuses. It affects policymakers. Researchers. Journalists. And ultimately, students. Because when we get education data wrong, we get education policy wrong. https://lnkd.in/eriVUF6R

Courage is in the Data. Few will argue that there is an element of leadership courage involved in higher education. It is often said that data provides the answers, but for higher education leaders, data more often provides the challenge. The true financial health of a college isn't found in a static spreadsheet; it is found in the courage to look at what those numbers are actually saying about the financial health and even viability of a college. While data can highlight shrinking enrollment or increasing tuition discount rates, it takes leadership courage to move beyond "monitoring" and toward the decisive action required to preserve the institutional mission. The Mirror of Data Leadership courage starts with a radical honesty about the measures that define institutional viability. It is easy to find comfort in "vanity metrics" or one-time budget surpluses or qualified enrollment increases, but courageous leaders use data as a mirror, not a shield. This means facing the "unpopular" numbers—like the true cost of under-enrolled programs or the long-term liability of deferred maintenance—and bringing those realities into the light for the entire campus community. Transparency is the highest form of courage in a sector that has historically preferred the sanctuary of silos. Decisive Action Over "Wait and See" One of the most dangerous phrases in higher education finance is "this too shall pass." Data-informed courage is the antidote to this inertia. It involves the willingness to reallocate resources away from legacy initiatives that no longer serve student success and toward new, high-impact growth areas. This kind of "wise courage" where data acts as the fuel for innovation rather than just a report on decline. Building a Culture of Trust Finally, the reality of leadership courage is that it must be shared. When leaders are transparent about financial data, they invite the faculty and staff into a partnership of stewardship. By grounding unpopular decisions in objective data leaders build the trust necessary to have difficult conversations with students, faculty, staff and communities. Ultimately, the data is just the framework; courage is the will to lead the institution through the difficult terrain it reveals, increasing the chances that the college remains accessible and relevant for the next generation of students.

“Beta dhokha dega, data nahi.” Sounds reassuring, right? But in education especially Online courses, this belief can quietly mislead us. Yes, data analytics in education helps us track logins, completion rates, drop-offs, quiz scores. It tells us what happened. But from a Behavioural Science lens, data rarely tells us WHY it happened. 📉 A learner drops out of a MOOC. Data says: Low engagement after Week 3. Behavioural reality may be: 👉 Cognitive overload 👉Loss of identity (“people like me don’t finish MOOCs”) 👉Present bias (“I’ll do it later”) 👉Lack of social accountability None of this shows up cleanly on a dashboard. When we become obsessed with metrics, we risk: Designing for completion rates, not learning Nudging clicks instead of shaping habits ❌ Treating learners as datapoints, not humans with context, emotion, and constraints In #MOOCs, more data ≠ better decisions Unless it’s paired with: 🧠 behavioural diagnostics 🧪 experimentation (A/B tests with theory) 💬 qualitative insight So maybe the wiser mantra is: “Beta bhi dhokha de sakta hai, data bhi .....agar behaviour ko samjhe bina dekha.” Data is a tool. #Behaviour is the truth behind it.

Monday’s termination of scores of Department of Education contracts includes virtually all contracts that the National Center for Education Statistics relies on for its data collection and numerous products, according to various news outlets. Without NCES products, families, communities, and decisionmakers throughout the country will be left in the dark on many aspects of our education system. NCES’s reports on the status of student learning on state-by-state and international basis are widely used by parents, administrators, and policymakers to make decisions on school programs based on what’s working and isn’t working. Students and parents use NCES resources to monitor school safety and help locate public and private schools and colleges that meet their needs. Policymakers in the private and public sector use NCES products to develop programs, allocate resources, and track the latest trends in education. States, localities, and institutions around the United States use the data to compare themselves with others on tuition, salaries, staffing, expenditures, student achievement, graduation rates, and many other measures. Businesses use NCES data to inform their recruitment and siting for new facilities. Federal, state, and local governments as well as businesses and corporations used the data to determine the supply of labor with specific skills and training. Researchers use data to study progressions from early childhood through postsecondary education and into early careers to help answer questions such as whether students’ high school academic achievement is related to college enrollment and completion. I call on the administration and Congress to immediately rectify the situation so that NCES can continue being an invaluable resource to families, communities, and policymakers who need objective and timely information to inform their decisions in the best interests of America’s students and the country’s future.

In the field of #education, data are not just numbers on a page. They tell us who is in school and who is left behind, where teachers are needed most, and how to direct resources for the greatest impact. 𝗗𝗮𝘁𝗮 𝗮𝗿𝗲 𝘁𝗵𝗲 𝗳𝗼𝘂𝗻𝗱𝗮𝘁𝗶𝗼𝗻 𝗼𝗳 𝗲𝘃𝗶𝗱𝗲𝗻𝗰𝗲-𝗯𝗮𝘀𝗲𝗱 𝗽𝗼𝗹𝗶𝗰𝘆𝗺𝗮𝗸𝗶𝗻𝗴, and they ensure that education investments reach those who need them most. Today, key education indicators continue to evolve. Critical data gaps persist, particularly in areas such as early-grade learning, education in emergencies, and technical and vocational education and training (TVET). As we refine how we measure education progress, we recognize its deep connections with other development priorities—from health and labor to climate and digital transformation. UNESCO 𝗵𝗮𝘀 𝗮𝗹𝘄𝗮𝘆𝘀 𝘃𝗮𝗹𝘂𝗲𝗱 𝗱𝗮𝘁𝗮 𝗮𝗻𝗱 𝗽𝗿𝗼𝗺𝗼𝘁𝗲𝗱 𝗱𝗮𝘁𝗮-𝗱𝗿𝗶𝘃𝗲𝗻 𝗱𝗲𝗰𝗶𝘀𝗶𝗼𝗻-𝗺𝗮𝗸𝗶𝗻𝗴 𝘀𝗶𝗻𝗰𝗲 𝗶𝘁𝘀 𝗶𝗻𝗰𝗲𝗽𝘁𝗶𝗼𝗻. The Organization was founded in 1945, and just a year later, in 1946, it established an international statistical service on education. The UNESCO Institute for Statistics (UIS) was established in 1999, building on a rich tradition of data production and taking it to new heights. For the past 25 years, the UIS has been a leader in making data matter in education, science, and culture. It remains the go-to source for accurate, policy-relevant data, the creator of innovative methodologies, the consensus builder among various stakeholders, and the facilitator of national capacities. It's like the Swiss Army knife of statistics. The UIS's history is marked by milestones supporting global, regional, and national initiatives, guiding policymaking, and supporting Member States and the international community. One such milestone was the 𝗳𝗶𝗿𝘀𝘁-𝗲𝘃𝗲𝗿 𝗨𝗡𝗘𝗦𝗖𝗢 𝗖𝗼𝗻𝗳𝗲𝗿𝗲𝗻𝗰𝗲 𝗼𝗻 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗗𝗮𝘁𝗮 𝗮𝗻𝗱 𝗦𝘁𝗮𝘁𝗶𝘀𝘁𝗶𝗰𝘀 𝗶𝗻 𝟮𝟬𝟮𝟰, which provided an expert forum for monitoring, advising, and steering the development of methodologies, standards, and indicators. The next conference is planned to take place in 2027. As the UIS moves forward, it remains dedicated to innovation and adaptation, fostering robust dialogue among Member States to ensure that data supports equity and quality of development globally. This commitment is key to the steady future of UNESCO’s statistics. We need to continue to ensure that data are accessible, comparable, and actionable, especially as new technologies redefine how we collect, analyze, and use education data. By strengthening education data, we strengthen education, ensuring that policies are built on knowledge and that 𝗻𝗼 𝗹𝗲𝗮𝗿𝗻𝗲𝗿 𝗶𝘀 𝗹𝗲𝗳𝘁 𝗯𝗲𝗵𝗶𝗻𝗱. Learn more by clicking on the link in the comment below 👇

Students are now getting a warning on their FAFSA: “Some of the colleges you selected show lower earnings.” Sounds like a smart move. Who doesn’t want transparency? But it’s not that simple. The Department of Education is flagging schools where median earnings, four years after graduation, are lower than for high school graduates. But the measure is based on broad institutional data, not by program. So, a strong nursing or tech credential could get penalized because other degrees at the same college don’t pay as well. It also ignores regional economies, public service jobs, and career choice. Yes, we need transparency. Yes, everyone should see value from their college investment. But we have to be careful. Measuring that value by earnings just four years out is a narrow view. It misses how long it takes some graduates to gain traction, especially those starting with fewer resources or entering lower-paying but essential careers. It also ignores lifetime earnings, which we know are significantly higher for degree holders. And it assumes a single definition of success, one where public service, regional impact, or career satisfaction don’t count if the paycheck is smaller. Good data should inform choices. But rushed signals and blunt metrics can push students away from opportunity instead of toward it. We don’t just need transparency. We need context. https://lnkd.in/gXg5ZNr3

The impact of data loss will have a devastating effect on high school juniors and seniors, recent high school graduates, and people looking to return to community college and colleges and universities. Even subscription-based #edtech companies rely on this data as the backend to their services - including matching, referrals, and tools to navigate the complexity of college admissions. You might not know IPEDS, but every high school counselor, parent, and student who wants to navigate post-secondary success will feel the effects of no longer having access to this data. Hear from one user - “I work with students navigating the college application process. The IPEDS data is the underlying data set for multiple platforms that high schools, community-based organizations, and individuals like me use to find colleges that fit particular student needs. The federal government-run College Scorecard and College Navigator are free. Some other platforms offer additional functionality and are subscription-based. Without IPEDS data, reliable key information that helps me help students find appropriate higher education options would be much harder, possibly impossible, to source. In addition, nearly all U.S. high schools offer college search capability to students (and manage relevant document handling) through subscription platforms that rely on IPEDS data. Many of those users are likely unaware that IPEDS is the source data underpinning the tools they use. Loss of IPEDS data would impact high school students and school staff across the country.”

Data matters! Did you know that 53% of countries still rely on paper-based education information systems? Or that only 63% of SDG4 indicators' datapoints are currently reported? And that 1 in 3 ministries cannot accurately locate all schools in the jurisdiction? That means millions of learners are invisible in education statistics. When data is missing, delayed, or unreliable, entire education systems struggle to plan, allocate resources, monitor progress, or respond to crises. And as countries face growing demands for timely, high-quality education data—covering inclusion, learning pathways, digital access, and financing—the gaps only grow more urgent. ✨ Imagine instead: data systems that are robust, reliable, and responsive—driving smarter decisions, fairer resource allocation, stronger accountability, and better learning for every child. This why UNESCO’s education sector has developed the EMIS Progress Assessment Tool for Transformation (EMIS-PATT). What is EMIS-PATT? EMIS-PATT is a lightweight, nationally led diagnostic and planning tool designed to help countries assess, strengthen, and strategically transform their Education Management Information Systems. Built on a holistic framework, it looks at both: The enabling environment: governance, institutional arrangements, management processes The technical system: IT architecture, data management, interoperability, and information use What makes EMIS-PATT unique is its ability to take countries from knowing the problems to planning solutions—through clear progress descriptors, prioritized actions, and sequenced, costed implementation plans. 🌍 As data needs become more complex—countries navigate rising demands with limited resources—practical tools like EMIS-PATT are essential. Reliable data isn’t a technical luxury; it’s the backbone of equitable access, improved learning outcomes, and resilient education systems. 📖 Read the EMIS-PATT Methodological Guide for Educational Transformation and let’s build education systems where every learner counts, every school is visible, and every decision is driven by strong, actionable data.   📊To learn more about UNESCO work on education data systems, visit https://lnkd.in/e2Ub8VBs

Data has been critical for raising the alarm for education reform, but it doesn’t always show the critical nuances. The widely cited Learning Poverty Global indicator, for example, demonstrated that systems were struggling — but not why they was struggling, or where to implement the most effective interventions. To create meaningful policies, we need data that provides actionable insights. This is why the recent work of Martin Gustafsson and Cally Ardington is so important. Their new analytical approaches help us understand country-level student proficiency levels with greater nuance and benchmark our efforts to see if they are truly effective. This shift — from data that diagnoses a problem to data that guides a solution — is a critical step forward for the continent. Read more about their innovative work in this blog from our partners at Association for the Development of Education in Africa (ADEA). https://lnkd.in/gtSwdvPC