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PK-12 Data Model

One way to help meet today's information needs, the general public's demand for accountability, and No Child Left Behind objectives is through the development of a comprehensive and dynamic common PK-12 data model. To date, the closest access to data models that many schools, districts, and state agencies have is in proprietary models developed by vendors and implemented in their software applications. Most states and school districts cannot make the necessary financial investment or do not have the technical expertise to develop such comprehensive data models.

The development of such a model must include a thorough evaluation of data needs at the classroom, local, regional, state, and federal levels. Many districts and states want to design data warehousing and data collection sites with the purpose of greater tracking of longitudinal data. They are looking for guidance on what data should be included in their systems. Without a comprehensive data model, they will continue with existing models being developed that may not meet the needs for comprehensive collections, and will not impact the educational learning environment to the greatest extent possible.

The following papers* will help guide the initial efforts of a proposed Forum working group that hopes to develop a comprehensive PK-12 education data model.

A Comprehensive School/District Data Model (Phase One: A Guiding and Stakeholder Convening Draft) (PDF file 723 KB)

A Comprehensive PK-12 Data Model: Summary for NCES (PDF file 133 KB)

Executive Summary for Forum Review (PDF file 112 KB)

In July 2006, the Forum established the PK-12 Data Model Task Force to develop a conceptual and a logical education data model for school districts.

* The information and opinions presented are the product of the Schools Interoperability Framework Association and do not necessarily represent the policy or views of the U.S. Department of Education, the National Center for Education Statistics, or the National Forum on Education Statistics.

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Publications of the National Forum on Education Statistics do not undergo the formal review required for products of the National Center for Education Statistics. The information and opinions published here are the product of the National Forum on Education Statistics and do not necessarily represent the policy or views of the U.S. Department of Education or the National Center for Education Statistics.

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