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{"id":8438,"date":"2011-12-08T03:38:00","date_gmt":"2011-12-08T09:38:00","guid":{"rendered":"https:\/\/www.strivetogether.org\/developing-shared-measures\/"},"modified":"2017-04-02T13:27:14","modified_gmt":"2017-04-02T18:27:14","slug":"developing-shared-measures","status":"publish","type":"post","link":"https:\/\/readytango.com\/clients\/strive-together\/library\/developing-shared-measures\/","title":{"rendered":"Developing shared measures"},"content":{"rendered":"
I had the opportunity to spend some additional time with some visitors from Germany who came to Cincinnati to take part in the recent\u00a0StriveTogether Discovery Workshop.\u00a0 They have become very interested in the collective impact approach to a cradle-to-career initiative and wanted to learn more about what is taking place in Cincinnati. They had clearly been thinking about this work deeply and asked a number of great questions related to creating shared\u00a0ownership, picking the right outcome indicators, incentivizing collaboration and choosing the right continuous improvement processes.<\/p>\n
The question posed around how to choose the right outcome indicators was a really good one that I’ll explore a little here. And it’s one that comes up a lot. How do you know that you have the right indicators? What if there is another critical measure that you missed at sixth grade, for example?\u00a0 The reality is that there are a lot of important indicators that can be tracked and reported on. We started off with a list that was close to 100 potential indicators, but this is of course way too many. Not only is it too many to feasibly track on a regular basis, but the fewer indicators you have, the more focused you can become and the easier it will be to focus a wide collective impact effort to drive a core set of outcomes.<\/p>\n
One of our mantras, espoused by the partners in creating the first StrivePartnership report card in 2008, was don’t let perfect be the enemy of good. This was a critical disposition, because for the outcome indicators that we settled on (we started with 10 in the first report), there were any number of reasons why a particular indicator didn’t really tell the whole story. As one example of many, the kindergarten readiness assessment data in Ohio only measures literacy. However, many will argue that we need to be measuring more than this to understand if children are prepared for school. So, we’ll work on advocating for a better measure (and the report card also becomes a good tool for this purpose), but we won’t let this stop us from publishing a good indicator that still gives a strong proxy to the ultimate goal that every child be prepared for school. We created a data committee to help develop the report and one of the very first things we did was to create a criteria for selecting indicators to help guide this process.<\/p>\n