Concurrent Session IV Presentations
Wednesday, February 23, 2011
3:00 - 4:00
IV–A: Adoption and Implementation of the Common Education Data Standards (CEDS)
John Blegen, State Higher Education Executive Officers (SHEEO)
Larry Fruth, SIF Association
Alex Jackl, Council of Chief State School Officers (CCSSO)
Michael Sessa and Timothy Cameron, Postsecondary Electronic Standards Council (PESC)
Data standards are critical to the interoperability necessary to ensure continuous improvement across all sectors of the education enterprise. They also allow and encourage data to become more transparent and reliable over time and with usage. The scope of the Common Education Data Standards (CEDS) Initiative focuses on the vital set of data elements required to align education data systems to provide a longitudinal view of P20 data, extending from early childhood all the way to workforce. During this panel discussion, you will hear from subject matter experts who are members of the consortium driving the adoption and implementation of the standards. The session will provide you with a review of the Levels of Adoption and a summary of the progress of the Adoption and Implementation Task Force (AITF). Attendees will learn how CEDS relates to the State Core project as well as to other industry initiatives, including the SIF Association's specifications and the Postsecondary Electronic Standards Council's (PESC's) High School Transcript standard.
IV–B: Texas Pathways Project
Colby J. Stoever, Texas Higher Education Coordinating Board
The Texas Pathways Project is a local partnership between secondary and postsecondary institutions that is designed to improve student transition between secondary and postsecondary institutions. Pathways partners agree to share student-level data, including enrollment, course, and graduation data. The data is received and stored at Texas Higher Education Coordinating Board (THECB), where reports on curriculum alignment, graduation, and other topics are generated. Local teams, comprised of secondary and postsecondary faculty, review the data reports to discover issues with secondary to postsecondary transition. The teams are charged with the task of creating interventions to solve these issues.
IV–C: Using Compliance Data for Information and Research to Inform Decisionmaking
Venessa Keesler and Thomas Howell, Michigan Department of Education
Barbara Schneider, Michigan State University
This session addresses strategies of states to utilize available compliance data to provide more timely information to districts and schools, and to conduct research regarding educational policies and practices. One important strategy states can pursue is collaboration with the Regional Educational Laboratories (REL) to obtain analytic and technical support for research and data analysis. Another is to partner with local institutions of higher education, particularly using external funding from sources such as the Institute for Education Sciences. Michigan's experience will be highlighted, including collaboration with the REL-Midwest and the Michigan Consortium for Educational Research. The presentation will also focus on initiatives by the Michigan Department of Education and the Center for Educational Performance and Information to institutionalize the knowledge and tools produced by collaborations such as those listed above and to centralize research functions across departments, stakeholders, and institutions of higher education.
IV–D: Real-Time Data Use: An Online Diagnostic Assessment and Reporting System Designed to Help Teachers Improve Current Instruction in Grades 3-8
Alvin Larson, Meriden Board of Education (Connecticut)
A new generation of tests, Cognitive Diagnostic Assessments (CDA), are currently being developed. CDA items and software are designed to identify both strengths and weaknesses of individual students. Based on CDA, this local education agency's diagnostic system is designed for teachers and periodically identifies student misconceptions in mathematics and reading. This system is associated with strong student achievement gains and is now online, providing teachers in multiple local education agencies with immediate, automated reports that are meaningful to both teachers and students. This presentation provides an overview and demonstration of an innovative system that begins to offer essentially free diagnostic tools across public education.
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IV–E: Prospective New School-Level Finance Collection for Common Core of Data (CCD)
Stephen Cornman, National Center for Education Statistics
Terri Kennerly, U.S. Census Bureau
NCES and the Census Bureau are actively considering the creation of a new school level finance data collection. The collection would essentially be an expansion of the Local Education (School District Finance Survey (commonly called the F-33) to include some variables at the school level. This session seeks comments, recommendations, and feed-back from state fiscal coordinators on the creation of a new school level finance data collection for the Common Core of Data (CCD).
The data can be used to examine the extent to which school-level education resources are distributed equitably across and within school districts. The expansion of certain variables in the F-33 to the school level will provide data to further investigate whether high poverty schools receive fewer resources across and within school districts, among other issues.
There is a significant demand for finance data at the school level. Researchers acknowledge that "Schools serving low-income students receive fewer resources and face greater difficulties attracting qualified teachers. . . .This inequality of school quality is widely recognized." (Lee and Burkham 2002). Other researchers assert that "Less money is spent on salaries in high-poverty schools than on salaries in low-poverty schools within the same district" (Roza 2006).
IV–F: Workshop: Effectively Linking Teacher and Student Data: It's About Governance (Part I)
Paige Kowalski, Data Quality Campaign
Kathy Gosa, Kansas State Department of Education
Rob Curtin, Massachusetts Department of Elementary and Secondary Education
Rick Rozzelle and Nancy Wilson, CELT Corporation
In this workshop, participants will learn how to integrate the design and use of a teacher-student data link into new and continuing efforts to support state policymakers' education agendas. Whether or not your state has federal funding or is experiencing leadership changes, state education agencies must develop the means to effectively link teacher and student data and must determine how to build or leverage a governance structure to support this critical effort. This interactive session will provide states the tools and information they need to establish a structure of stakeholders in their state that will support and guide this work.
IV–G: Higher Education and K-12 Data Sharing: Results From a SHEEO Study on State Postsecondary Data Systems
Tanya Garcia and Hans L'Orange, State Higher Education Executive Officers (SHEEO)
What are the characteristics of data sharing between K-12 and higher education? How did these relationships come about? How does higher education use K-12 data? Which states already have P-20 data warehouses? How do states go about data matching? This session will provide answers to these questions based on the State Higher Education Executive Officers' (SHEEO's) recently published study on state postsecondary data systems, Strong Foundations. The presentation will also incorporate findings from a series of semi-structured interviews SHEEO conducted with postsecondary leaders on P-20 data system development.
IV–H: Aligning Performance Measurement and Data Collection
Matthew Case, Lily Clark, and Chris Pencikowski; U.S. Department of Education
In this session, we will discuss efforts at the U.S. Department of Education to enhance the Department's use of performance indicators to measure the effectiveness of programs. This session will be interactive, with an opportunity to ask questions, and provide feedback. Most importantly, attendees can share their experiences about the extent to which states use the data they submit to the federal government to measure the performance of their state or districts, and whether they are using different or supplementary data collections.
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IV–I: Privacy Technical Assistance Center (PTAC)—Frequently Asked Questions
Emily Anthony, National Center for Education Statistics
Baron Rodriguez, AEM Corporation
Tom Szuba, Quality Information Partners, Inc.
The U.S. Department of Education's (ED) new Privacy Technical Assistance Center (PTAC) is designed to be a "one-stop" resource for education data stakeholders to learn about privacy; confidentiality; and security regulations, guidelines, and best practices. PTAC's intended audience includes anyone who collects, stores, manages, exchanges, or reports education data in state education agencies (SEAs), local education agencies (LEAs), and institutions of higher education (IHEs). Because ED recognizes that SEAs, LEAs, and IHEs are asking similar questions about privacy, PTAC includes a task to develop a frequently asked questions (FAQs) document. Please join us to review a draft of PTAC FAQs and share your perspective on your organization's most pressing privacy-related information needs.
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