Demonstrate the need for added capacity Inform policymakers Educate the public Seek additional funding through grants Energize community planners/leaders/organizers Data Routinely Collected by Agencies or Programs programs and/or agencies collect routine student or customer/client information that can be used to assess trends in program growth and usage. Participant characteristics such as gender, age, and ethnicity can help to document who is using the services provided and how participation has changed, or is remaining the same. For example, by reviewing enrollment records in adult basic education over a three-year period, it is possible to identify such trends as changes in average age of participants, or differences in percentages of males vs. females participating. This can be useful in understanding the breadth of a particular program and help set goals to target specific populations that need services and that the numbers reveal aren’t being reached. Be aware, however, that confidentiality of student records is essential. Often, it is necessary to ask students for waivers to utilize information and assure them that data will be used in aggregate form, that is, individual student data will not be used and individual students will not be identified. Identify: (1) what is needed to tell the that needs to be told, (2) for whom, (3) for what purpose, and (4) how much time is available to accurately collect and report the data! There are a variety of ways to collect, synthesize and report data. Answering a specific community question, such as many homeless “how families are there in community” will take less time than answering the “x”
Demonstrate the need for added capacity Inform policymakers Educate the public Seek additional funding through grants Energize community planners/leaders/organizers Data Routinely Collected by Agencies or Programs programs and/or agencies collect routine student or customer/client information that can be used to assess trends in program growth and usage. Participant characteristics such as gender, age, and ethnicity can help to document who is using the services provided and how participation has changed, or is remaining the same. For example, by reviewing enrollment records in adult basic education over a three-year period, it is possible to identify such trends as changes in average age of participants, or differences in percentages of males vs. females participating. This can be useful in understanding the breadth of a particular program and help set goals to target specific populations that need services and that the numbers reveal aren’t being reached. Be aware, however, that confidentiality of student records is essential. Often, it is necessary to ask students for waivers to utilize information and assure them that data will be used in aggregate form, that is, individual student data will not be used and individual students will not be identified. Identify: (1) what is needed to tell the that needs to be told, (2) for whom, (3) for what purpose, and (4) how much time is available to accurately collect and report the data! There are a variety of ways to collect, synthesize and report data. Answering a specific community question, such as “how many homeless families are there in “x” community” will take less time than answering the