title: Building Analytic Capacity and Statistical Literacy Among Title IV-E MSW Students.
abstract: Building and sustaining effective child welfare practice requires an infrastructure of social work professionals trained to use data to identify target populations, connect interventions to outcomes, adapt practice to varying contexts and dynamic populations, and assess their own effectiveness. Increasingly, public agencies are implementing models of self-assessment in which administrative data are used to guide and continuously evaluate the implementation of programs and policies. The research curriculum described in the article was developed to provide Title IV-E and other students interested in public child welfare systems with hands-on opportunities to become experienced and "statistically literate" users of aggregated public child welfare data from California's administrative child welfare system, attending to the often missing link between data/research and practice improvement.
authors.affiliation: San Francisco Human Services Agency, San Francisco, CA, USA.
authors.forename: Bridgette
authors.initials: B
authors.lastname: Lery
authors.affiliation: Children's Data Network, University of Southern California, School of Social Work, Los Angeles, CA, USA, and California Child Welfare Indicators Project, University of California Berkeley, School of Social Welfare, Berkeley, CA, USA.
authors.forename: Emily
authors.initials: E
authors.lastname: Putnam-Hornstein
authors.affiliation: California Child Welfare Indicators Project, University of California Berkeley, School of Social Welfare, Berkeley, CA, USA.
authors.forename: Wendy
authors.initials: W
authors.lastname: Wiegmann
authors.affiliation: California Child Welfare Indicators Project, University of California Berkeley, School of Social Welfare, Berkeley, CA, USA.
authors.forename: Bryn
authors.initials: B
authors.lastname: King
keywords: child welfare; evidence-based practices; workforce issues