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No one educator, department, institution, or state can solve them. Without a simultaneous and intersectional approach, those barriers will continue to rob all of us—educators, advocates, and students alike—of the life-changing beneİts of a complete college journey.  \nComplete College America (CCA) builds movements for scaled change and transforms institutions. Since its founding in 2009, CCA has paired bold, innovative thinking with practical actions that colleges and policymakers can implement across every level of higher education. CCA’s work centerson researching and testing education reforms, providing coaching and support, and advocating for change. Across these areas, CCA uses data to identify barriers and design successful strategies; aligns policy, perspective, and practice so complex systems operate eīectively; connects experts to amplify their insights; and builds shared accountability. The organization is atthe center of the broad CCA Alliance, which is driving change that works for every leader, every campus, and every system.  \nThis publication is copyrighted by Complete College America . Complete College America grants this limited license for the following uses of this publication: (1) You may copy andredistribute the material in digital or paper format for noncommercial use, and (2) you may adapt this publication by transforming it or building upon the material for any noncommercial use . These licensed uses are granted on the condition that you give appropriate credit to Complete College America, include a copy of this license language, and indicate if changes were made . You do not have to comply with the license for elements of the material in the public domain . No warranties are given . This license may not give you all of the permissions necessary for your intended use .  \nCitation: Complete College America. Measuring What Matters: Making College Success  \nSystematic (2025) . [https://completecollege.org/MeasuringWhatMatters](https://completecollege.org/MeasuringWhatMatters).  \nMeasuring What Matters | CCA 2  \nFOREWORD  \nData are critical to understanding and supporting students’ progression from early education into the workforce. We now have access to more data than ever, but when it comes to time to make decisions that improve outcomes for students, it can often feel as though we don’t have the right data. That is why data experts and leaders from across the pre-K, K-12, postsecondary, and workforce sectors came together to create the Education-to-Workforce Indicator Framework, a comprehensive guide for how systems can measure and act on the data that matter most to help every student succeed.  \nHowever, the metrics that can help systems diagnose challenges, identify evidence-based strategies, and monitor the impact of those strategies are not always suĬcient to inform the smaller, everyday actions that build up to outcomes for students. For example, the data that a district superintendent needs to develop a strategic plan and track progress against that plan can diīer from the more detailed and frequent data that a teacher needs to eīectively tailor and adapt instruction to each student. Yet both types of data are key to informing decisions that drive improvements in student achievement.  \nThe measurement approach in Measuring What Matters can help bridge the data gap between policy and practice to ensure that decision-makers at all levels have the data they need to make progress on shared goals. The highlighted postsecondary metrics align with the Education-to-Workforce Indicator Framework while providing the type of İne-grained, real-time data that can inform the decisions made daily by college instructors, counselors, operational staī, and even parents and students themselves.  \nOther sectors should similarly continue to prioritize and standar","cbCaidXR9FXdeA8w","https://ap.wps.com/l/cbCaidXR9FXdeA8w","pdf",1602886,43,"English","# FOREWORD\n## Education-to-Workforce Indicator Framework purpose\n## Bridging the data gap between policy and practice\n# INTRODUCTION\n## Creating Strategic Plans That Drive True Institutional Progress\n## From Sporadic to Systematic: Assessing Metrics Maturity\n## Designing a Metrics Tree\n## Making Strategy Real: The Role of the PDP in Measurement Systems\n## Stop Staring at Numbers; Start Talking About Change\n## Anatomy of Strong, Data-Driven Conversations\n## From Measurement to Movement: The Future of Student Success\n## Appendix: Assessment Tool","[{\"question\":\"What framework does the publication introduce, and what is its goal?\",\"answer\":\"It introduces the Education-to-Workforce Indicator Framework, designed as a comprehensive guide for how systems can measure and act on the data that matter most to help every student succeed.\"},{\"question\":\"Why does the document emphasize a gap between available metrics and day-to-day decisions?\",\"answer\":\"It explains that metrics used to diagnose challenges and monitor impact are not always sufficient to support smaller, everyday actions. The example contrasts district-level planning data with more detailed teacher-level data used to tailor instruction.\"},{\"question\":\"How does Measuring What Matters connect measurement to improving student outcomes?\",\"answer\":\"It presents measurement as a way to bridge policy and practice so decision-makers at all levels can progress on shared goals. It also highlights highlighted postsecondary metrics that support fine-grained, real-time decisions by educators, counselors, operational staff, and students and families.\"}]","Measuring What Matters - Making College Success Systematic | PDF",1792050152,108]