Introduction
Wisconsin’s Department of Public Instruction (DPI) set out to rethink what a state education data system could be. Instead of just a compliance tool, they envisioned something that could help educators and communities make real-time decisions that matter for students.
Rather than requiring every district to use the same student information system, Wisconsin adopted the Ed-Fi Data Standard. This gave districts the freedom to keep the tools they already liked while still contributing to a consistent, statewide data picture. By rolling it out in phases, working closely with districts, and continuously refining the system, the state has built a scalable approach that improves data quality, reduces inefficiencies, and delivers information educators can use.
Challenge
Before the redesign, Wisconsin’s data system was messy and hard to manage. More than 20 different vendors were in use, making data collection slow, inconsistent, and complicated. There was no single standard for how data was formatted, so comparing results or producing reliable statewide reports was difficult. On top of that, timely information for particular student groups, such as special education students, was hard to access, making it challenging to respond quickly to their needs.
Goals
Wisconsin set out to build a more responsive and district-friendly data system. Key goals included:
- Adopt a flexible model that allows districts to choose their vendors, while standardizing how data is collected and shared.
- Provide timely, usable data that supports educators, program leaders, and school administrators.
- Make data easier to understand and act on across key focus areas such as accountability, student services, and program participation.
Implementation Process
Planning and Foundation
Wisconsin adopted the Ed-Fi Data Standard to unify how data is shared statewide – while still allowing districts to keep their preferred vendors. Any tool could connect, as long as it used the standard. The state designed a “hub-and-spoke” model that links vendors directly with the Department of Public Instruction, cutting bottlenecks and making data flow faster.
Phased Rollout
The rollout began small, with a pilot for charter schools, whose reporting needs were simpler. This gave the state a low-risk way to test the system, build capacity, and adjust before expanding further.
Expansion and Continuous Improvement:
From there, Wisconsin steadily added new features and data types each year—covering everything from student discipline and digital access to academic programs, health records, and graduation planning. New features were pilot-tested first, allowing districts and vendors a chance to provide feedback before going live. Throughout the process, the state closely partnered with districts and vendors, working together to refine the system and align support to real needs.
Results
Wisconsin has seen great results from its efforts. Districts now have dashboards that track absenteeism and highlight early warning indicators, helping educators step in sooner when students need support. Real-time data flow has replaced manual uploads, cutting down on duplication and errors, and giving staff more time to focus on teaching and learning.
Because information is submitted instantly, corrections happen faster, and the data is more accurate. This timeliness has been especially valuable for migrant and special education students, where up-to-date information can make a real difference in the services they receive. Districts can now see the same data their vendors send, building transparency and trust while reducing uncertainty. And thanks to the hub-and-spoke design, the system can expand easily without putting extra strain on the state’s central infrastructure.
Success Factors
- Supportive legislation: State reporting requirements reinforced the shift toward interoperability and collaboration.
- Collaborative leadership: DPI worked closely with districts to build a shared sense of ownership and trust.
- Flexible technical approach: Letting districts choose their own systems while aligning to common standards encouraged broader participation.
- Step-by-step rollout: Starting small and scaling gradually helped ensure system stability and buy-in.
- Dedicated support staff: Teams focused on vendor management and technical assistance kept communication strong and progress on track.
Lessons Learned
- Start small to build momentum: A focused pilot helped build early success and trust.
- District buy-in is essential: Ongoing support and transparency helped keep schools engaged and confident in the system.
- Leadership stability matters: Continuity in leadership helped maintain direction and nurture a data-driven culture.
- Prioritize interoperability over uniformity: Emphasizing standards, not systems, reduced friction and earned local support.
Use Cases
- ACT Data Integration: A statewide pilot demonstrated how state assessments could be streamlined using the Ed-Fi Data Standard.
- Early Warning Dashboards: Widely adopted tools help schools monitor absenteeism and intervene early.
- Cost Savings: Simplified system setups lowered district IT costs.
- Special Education Compliance: Better tracking supports timely delivery of services for students with disabilities.
Conclusion
Wisconsin’s work to modernize its data system shows how a state can create something flexible, sustainable, and genuinely useful for everyone. By partnering closely with districts, focusing on their real needs, and choosing to connect systems rather than require one, the Department of Public Instruction has built a model that improves data quality, strengthens services, and builds trust across the state.
This experience proves that improving data does not have to come at the expense of local control. It can give both districts and state leaders the tools they need to make quicker, better-informed decisions to help students succeed.
