Navigating the Path from Data to Policy Navigating the Path from Data to Policy March 5, 2021 Online – Live Virtual Register We know that policy should be based on data, but how do we go about transforming data into policy? What does the path from data to policy look like? And what does it mean for policy to be driven by data? The purpose of this course is to help participants gain fluency in the fundamentals of policy research: understanding causality, combating biases in data collection and analysis, accounting for different interpretations of data, and—most importantly—how data can become policy (and why some policies are based on bad data or no data at all). The course will cover topics such as the opportunities for and limitations of identifying causal relationships in policy research, bias and ethics in data collection, and an overview of the most popular methods for statistical analysis in research today. Throughout the course, we will explore some of the key studies over the last decade that have had a meaningful effect on US policy. This course is in partnership with UVA School of Data Science. Participants This program does not require any prerequisite data science skills or experience. Registration Cost $249 Daniel W. Player Dan Player’s research is focused on issues in education policy. His work has examined questions such as how teacher ability is recognized and rewarded in schools, whether teacher performance predicts turnover, and how teachers respond to working conditions. Read full bio Related Content Daniel W. Player Measuring the Quality of Teacher-Child Interactions at Scale: The Implications of Using Local Practitioners to Conduct Classroom Observations Research Are Parents’ Ratings and Satisfaction with Preschools related to Program Features? Research This study examines whether parents’ overall satisfaction with their child’s early childhood education (ECE) program is correlated with a broad set of program characteristics, including (a) observational assessments of teacher-child interactions; (b) structural features of the program, such as teacher education and class size; (c) practical and convenience factors (e.g., hours, cost); and (d) a measure of average classroom learning gains. It then describes associations between parents’ evaluation of specific program characteristics and externally collected measures of those features. New Batten and School of Education Program Helps Virginia Schools Respond to the Pandemic News Students in the inaugural class of Ed Policy Associates are collaborating with Virginia policymakers on vital research, and gaining vital experience at the same time.