Why Standardized Data Definitions Are Critical for Local Accountability

In our work to clarify equity patterns in Milwaukee’s dual-enrollment programs, one of the most challenging barriers we confronted was inconsistent terminology and calculation methods across schools. Without a shared definition of what counts as a dual-enrollment participant, schools reported participation based on varied criteria—some including students who merely enrolled in a course, others counting only those who completed it with a passing grade. These inconsistencies made it nearly impossible to compare outcomes across schools or to identify systemic disparities in access for historically underserved groups.

Establishing standardized definitions not only improved comparability but also enabled more focused policy conversations. For instance, once we aligned our metrics with the Wisconsin Department of Public Instruction’s public data portal, we could clearly see which schools had disproportionately low participation rates among Black and Latinx students, despite having similar enrollment sizes and course offerings. This level of transparency allowed school leaders and community advocates to ask more pointed questions about resource allocation, counselor support, and student outreach efforts. Research from the Data Quality Campaign supports this approach, emphasizing that consistent, high-quality data is essential for local leaders to make informed decisions that truly benefit students across all demographics¹.

Designing Dashboards That Support Equitable Decision-Making

The development of our “dual enrollment report cards” was not just an exercise in data cleaning—it was a strategic move to make equity actionable. Each report card displays participation rates disaggregated by race, economic status, and English language proficiency. We included simple visual cues, like color-coded indicators and trend arrows, to help school staff and families quickly identify gaps and progress. This design choice was guided by the principle that transparency should not require a background in data analytics to be useful. According to the Government Finance Officers Association, public dashboards must prioritize usability and contextual clarity to drive public trust and engagement².

Other cities looking to replicate this work should focus on creating dashboards that move beyond compliance reporting and toward continuous improvement. That means integrating feedback loops, where school staff can annotate data with local context, and ensuring that the dashboard is updated regularly using verified public data sources. In Milwaukee, we relied heavily on DPI’s WISEdash portal, which provides publicly accessible data on student outcomes, course offerings, and enrollment trends. By anchoring our dashboard in this trusted data source, we reduced confusion and eliminated competing narratives about what the numbers actually mean³.

Applying These Lessons to Workforce and Postsecondary Readiness

The same principles we applied to dual enrollment data can be extended to workforce development and postsecondary readiness dashboards. For example, cities often track high school graduates’ employment or college enrollment rates, but inconsistent definitions—such as whe