Empowering education leaders to use data for better outcomes
We evaluate grant-funded programs, develop data-management systems, and provide professional development for implementing data-driven decision processes. Our specialty is education. We can build your team’s capacity to use technology to to be more productive.
Edstar has developed research based tools to measure the effectiveness of SEL curricculum in your program.
Our Services Help Your Program Succeed
Aspirations Lessons and Planning Resources
College and Career Ready Curriculum to inform students and help them plan their future. Students will create a customized plan to discuss with parents, mentors, and counselors based on their academic record, finances, and the pathway they are interested in.
Looking to get RAMP certified?
Edstar Analytics offers a web application that makes it easier then ever to align with ASCA National Model and gives you prompts to create real plans
What our clients are saying
“Our partnership with EDSTAR Analytics is a strong one. I partner with EDSTAR because they really understand education data.”
“We can’t thank EDSTAR enough. They interpreted SAS data about our school and based on the data encouraged us to challenge more of our students. We’ve literally changed the culture of our school!”
With EDSTAR’s help from 2008 to 2010, East Garner Middle School 8th grade Math proficiency increased from 52.5% to 73.5% proficient for all students and 47.4% to 73.7% for African American students.
White, C. C., & Johnson, J. (2018). Change management in K-12 education for data-driven decisions: Moving from professional judgment to evidence. In E. G. Mense & M. Crain- Dorough (Eds.), Data leadership for K-12 schools in a time of accountability (1st ed., pp. 54–74). Hershey, PA: IGI Global, Information Science Reference. Retrieved from Book.
Stiff, L. V. & Johnson, J. L. (2011). Mathematical reasoning and sense making begins with the opportunity to learn. In M. E. Strutchens & J. R. Quander (Eds.), Focus in high school mathematics: Fostering reasoning and sense making for all students. Reston: Va.: National Council of Teachers of Mathematics.
Stiff, L. V., Johnson, J. L., & Akos, P. (2011). Examining what we know for sure: Tracking in middle grades mathematics. In W. F. Tate, K. D. King, & C. R. Anderson (Eds.), Disrupting tradition: Research and practice pathways in mathematics education (1st ed., pp. 63–75). Reston, VA: National Council of Teachers of Mathematics, Inc.
Sparks, E., Johnson, J. L., & Akos, P. (2010). Dropouts: Finding the needles in the haystack. Educational Leadership, 67(5), 46–49. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Dropouts:+Finding+the+Needles+in+the+Haystack#0
Dr. Janet Johnson, EDSTAR Analytics, Mr. Keith Sutton, Chairman, Wake County Board of Education, Dr. Marvin Connelly, Jr., Assistant Superintendent Wake County Public Schools. The Inequity in Education of the African American Male, Social Equity Leadership Conference. June 2013
Sparks, E., Johnson, J, Akos, (2010). Using Data to Target Dropout Prevention Efforts. Educational Leadership. Februrary, 2010.
Spires, Hiller, Lee, John,Turner, Kim, Johnson, Janet (2008). Having Our Say: Middle Grade Student Perspectives on School, Technologies, and Academic Engagement. Journal of Research on Technology in Education. Volume 40. Number 4.
Johnson, Janet L., Carruthers, William L., Campbell, Bernice V. (2007). Building Capacity in Faith-Based Organizations and Community-Based Organizations. National Grants Management Journal, Volume 14, Number 2, Winter 2007.
Sparks, Eric, Johnson, Janet L., Effective Strategies for Supporting Long-Term Suspended Students. AERA. Division H First Place Outstanding Instructional Research. 2006
Johnson, J. L., Sparks, E., Lewis, R. G., Niedrich, K., Hall, M., & Johnson, J. M. (2006). Effective counseling strategies for supporting long-term suspended students. Professional School Counseling, 9(3), 261–264. Retrieved from http://jyd.pitt.edu/ojs/jyd/article/view/374/360
Johnson, Janet L, Olsen, Donna . Effective After-School Program Practices: Project SOAR. Raleigh, NC Wake County Public Schools. AERA. AERA Division H Outstanding Research Summary. 2004
Sparks, E., Johnson, J. L., & Lewis, R. (2005). Reforming the role of the school counselor. ASCA School Counselor, 42(5), 10–15.
Johnson, J. L., Campbell, B., et al. (2005). North Carolina’s school counseling program review: A statewide survey and comprehensive assessment (Vol. 2006). Raleigh: Edstar, Inc. Retrieved from http://www.ncpublicschools.org/docs/studentsupport/counseling/resources/informationsheet.pdf