Search Results: (1-15 of 29 records)
|NFES 2014802||FORUM GUIDE TO School Courses for the Exchange of Data (SCED) Classification System
This guide was developed by the National Forum on Education Statistics (Forum) to accompany the release of SCED Version 2.0 Course Codes at http://nces.ed.gov/forum/SCED.asp. It includes an overview of the SCED structure and descriptions of the SCED Framework elements, recommended attributes, and information for new and existing users on best practices for implementing and expanding their use of SCED.
|NFES 2014801||Forum Guide to Supporting Data Access for Researchers: A Local Education
This publication recommends a set of core practices, operations, and templates that can be adopted and adapted by LEAs as they consider how to respond to requests for both new and existing data about the education enterprise. .
|NFES 2013802||Forum Guide to the Teacher-Student Data Link: A Technical Implementation
This publication is a practical guide for implementing a teacher-student data link (TSDL) that supports a range of uses at the local, regional, and state levels. The guide addresses the considerations for linking teacher and student data from multiple perspectives, including governance, policies, data components, business rules, system requirements, and practices. It provides references to promising practices for high quality data linkages, including TSDLspecific processes such as roster verification and the establishment of the Teacher of Record. The information and opinions published here are those of the Forum and do not necessarily represent the policy or views of the U.S. Department of Education or NCES.
|NFES 2013801||Forum Guide to Taking Action with Education Data
The Forum Guide to Taking Action with Education Data provides stakeholders with practical information about the knowledge, skills, and abilities needed to more effectively access, interpret, and use education data to inform action. The document includes an overview of the evolving nature of data use, basic data use concepts, and a list of skills necessary for effectively using data. The Guide recommends a question-driven approach to data use, in which the following questions can help guide readers who need to use data to take action: What do I want to know? What data might be relevant? How will I access relevant data? What skills and tools do I need to analyze the data? What do the data tell me? What are my conclusions? What will I do? What effects did my actions have? and what are my next steps? The Briefs that accompany the Introduction are written for three key education audiences: Educators, School and District Leaders, and State Program Staff.
|NFES 2012809||Forum Guide to Supporting Data Access for Researchers: A State Education Agency Perspective
The Forum Guide to Supporting Data Access for Researchers: A State Education Agency Perspective recommends policies, practices, and templates that can be adopted and adapted by SEAs as they consider how to most effectively respond to requests for data about the education enterprise, including data maintained in longitudinal data systems. These recommendations reflect sound principles for managing the flow of data requests, establishing response priorities, monitoring appropriate use, protecting privacy, and ensuring that research efforts are beneficial to the education agency as well as the research community.
|NFES 2012808||The Forum Guide to Facilities Information Management: A Resource for State and Local Education Agencies
This guide builds on a 2003 Forum publication, Facilities Information Management: A Guide for State and Local Education Agencies. The data elements presented in this guide are described in greater detail in the NCES Handbooks Online at http://nces.ed.gov/programs/handbook. They have been refined and expanded to meet the latest needs of facilities managers, policymakers, and other stakeholders interested in the condition of public school buildings and grounds. In particular, data elements were added or updated to support changing expectations for sustainable design and management; community use, co-location, and joint use; and budget and finance associated with private financing for public charter school facilities. In addition, the first three levels of data reflect standards from the UNIFORMAT classifications system to create a better linkage between school district facility data and information classifications in the construction industry.
|NCES 2011802||Traveling Through Time: The Forum Guide to Longitudinal Data Systems Book IV: Advanced LDS Usage
This document, Book Four of Four: Advanced LDS Usage, is the fourth and final installment of this Forum series of guides on longitudinal data systems (LDS). One goal of the Forum is to improve the quality of education data gathered for use by policymakers and program decisionmakers. An approach to furthering this goal has been to pool the collective experiences of Forum members to produce “best practice” guides in areas of high interest to those who collect, maintain, and use data about elementary and secondary education. Developing LDSs is one of those high-interest areas. These systems hold promise for enhancing both the way education agencies use data to serve students and the way they do business, from the policy level to the school office and into the classroom.
|NFES 2011807||Forum Guide to Ensuring Equal Access to Education Websites—
Introduction to Electronic Information Accessibility Standards
This guide is designed for use by information technology administrators, data specialists, and program staff responsible for the “content” in data reports, as well as education leaders (e.g., administrators who prioritize tasks for technical and data staff), and other stakeholders who have an interest in seeing that our schools, school districts, and state education agencies operate in an effective and equitable manner for all constituents, regardless of disability status. It is intended to raise awareness in nontechnical audiences and suggest best practices for complying with Section 508 goals at an operational level in schools, school districts, and state education agencies. It is not intended to recreate technical resources that already exist to facilitate Section 508 compliance.
|NFES 2011806||Forum Guide to Crime, Violence, and Discipline Incident Data
This Forum guide is designed for use by school, district, and state staff to improve the effectiveness of efforts to collect and use disciplinary incident data, including reporting accurate and timely incident data to the federal government. It provides recommendations on what types of data to collect, why it is critical to collect such data, and how to implement and manage an incident database.
|NFES 2011805||Traveling Through Time: The Forum Guide to Longitudinal Data Systems Book III: Effectively Managing LDS Data
This document, Book Three of Four: Effectively Managing LDS Data, is the third installment of this Forum series of guides on longitudinal data systems (LDS). One goal of the Forum is to improve the quality of education data gathered for use by policymakers and program decisionmakers. An approach to furthering this goal has been to pool the collective experiences of Forum members to produce “best practice” guides in areas of high interest to those who collect, maintain, and use data about elementary and secondary education. Developing LDSs is one of those high-interest areas. These systems hold promise for enhancing both the way education agencies use data to serve students and the way they do business, from the policy level to the school office and into the classroom.
|NFES 2011804||Traveling Through Time: The Forum Guide to Longitudinal Data Systems Book II: Planning and Developing an LDS
This book, Planning and Developing an LDS, is the second in a four-part series about longitudinal data systems (LDS). The first book, What is an LDS?, focused on the fundamental questions of what an LDS is (and what it is not), what steps should be taken to achieve a sound system, what components make up an ideal system, and why such a system is of value in education. The present installment discusses the early stages of LDS development, and will help state and local education agencies through the process of determining what they want to accomplish with their LDS and what they will need in order to achieve these goals. The organization’s vision for an LDS should be heavily informed by the needs of a broad range of stakeholders. Throughout the systems development life cycle, policymakers and system developers need to engage in self-assessment, identifying the system they have before figuring out what type of system they want. Policymakers’ requirements should be driven by the needs of the education community, the costs involved given the legacy system and staff, and the institutional support for the project. Planners should ensure project sustainability by creating interest and sustained buy-in, and by securing long-term funding. Procurement planning must be done, that is, lining up a vendor or building the staffing capacity to construct the system. In addition, having the right developers may not be enough: an informed commitment to building, using, and maintaining the LDS must permeate the organization to ensure long-term success. And, throughout the life of the system, thorough evaluation must be done on a regular basis to ensure continued data quality and user satisfaction.
|NFES 2011801||Prior-to-Secondary School Course Classification System:
School Codes for the Exchange of Data (SCED)
The Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data (SCED) developed a taxonomy for assigning standard codes to elementary and middle school courses. This taxonomy is intended to make it easier for school districts and states to maintain longitudinal student records electronically, and to transmit course taking information from one student information system to another, from one school district to another, and from a school district to a state department of education.
|NFES 2010805||Traveling Through Time: The Forum Guide to Longitudinal Data Systems Book I: What is an LDS?
This first book in the guide series focuses on the fundamental questions of what an LDS is (and what it is not), what steps should be taken to achieve a sound system, what components make up an ideal system, and why such a system is of value in education. Chapter 1 introduces this guide series, discussing its purpose, format, and intended audience. Chapter 2 covers some LDS basics, defining the concept of a "longitudinal data system" and laying out key nontechnical steps to planning and developing a successful system. Chapter 3 presents the technical components that generally comprise an LDS, as well as some additional features that may enhance the system. Chapter 4 addresses some common misconceptions regarding longitudinal data systems. Chapter 5 discusses the overarching benefits of an LDS.
|NFES 2010905||National Forum on Education Statistics
Shared Knowledge for Shared Success
The Forum brochure includes information about Forum goals and mission, activities and best practice publications.
|NFES 2010801||The Forum Guide to Data Ethics
Each and every day, educators collect and use data about students, staff, and schools. Some of these data originate in individual student and staff records that are confidential or otherwise sensitive. And even those data that are a matter of public record, such as aggregate school enrollment, need to be accessed, presented, and used in an ethically responsible manner. While laws set the legal parameters that govern data use, ethics establish fundamental principles of "right and wrong" that are critical to the appropriate management and use of education data in the technology age. This guide reflects the experience and judgment of experienced data managers; while there is no mandate to follow these principles, the authors hope that the contents will prove a useful reference to others in their work.
This guide contains: