Ellen Mandinach and Jeremy Friedman, WestEd and REL—West
Edith Gummer, National Science Foundation
This session will discuss a continued effort to develop a conceptual framework for data literacy, identifying the skills and knowledge educators need to be considered data literate. It will also discuss efforts to understand what institutions of higher education can do to improve data literacy and address the systemic nature and complexities of achieving data literacy among educators.
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Micaela Mercado, Rockefeller Philanthropy Advisors, Zone 126 Promise Neighborhood
This session will address the process by which Zone 126, a federal Promise Neighborhood Planning grantee, developed a data infrastructure and system. This system is currently being implemented within a collaborative comprised of nonprofit organizations, Zone 126, and local public schools. The session will also provide an overview of lessons learned and challenges associated with implementing a data system within a Promise Neighborhood.
Stacy Doore, University of Maine, Center for Research and Evaluation
This session will present a study that examines patterns and changes in specific types of student migration flows over space and time, providing an in-depth description of interdistrict nonpromotional mobility. The analysis focuses on school districts in two specific periods: preconsolidation period (2006–2007) and post-consolidation period (2010–2011). The study uses exploratory spatial and network analysis methods to examine spatial dependencies and underlying dynamics in the spatial distribution of mobility rates. A number of recommendations are offered to improve the quality of enrollment data and enhance system structures to streamline educational information management and knowledge sharing in longitudinal systems.
Mwarumba Mwavita, Oklahoma State University
Kim Race and Joe Kitchens, Western Heights Public Schools (Oklahoma)
This presentation will focus on how one school district was able to define and establish its student cohort by sharing business rules that govern this process and will provide examples of how the district has been able to track student academic and nonacademic factors that influence student success. A correlation of those factors that support on-track graduation and projected success to post-high-school education will be presented. Further discussion will focus on how this cohortbased accountability provides information to students to help them engage in their learning; to teachers to plan data-driven instructional strategies; to administrators to appropriately allocate funds for specific instructional needs; and to parents to engage them in their students’ learning.
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Michael Sessa, Postsecondary Electronic Standards Council (PESC)
Matthew Pittinsky, Parchment
Ricardo Torres, National Student Clearinghouse
J. James Wager, SCRIP-SAFE
With a majority of states and provinces now supporting Postsecondary Electronic Standards Council (PESC) Approved Transcript standards, a number of leading service providers are correspondingly improving their transcript processing services. Through the adoption of standards and EDexchange guiding principles originating from PESC’s Common Data Services (CDS) Task Force, schools, students, states, and all users will be able to expect uniform service related to data exchange of academic transcripts. This session will present a panel of providers who will highlight these improved services and explain how standards help make services consistent.
Brian Doore, University of Maine, Center for Research and Evaluation
This presentation will outline the features of a decision support and analysis system that maximizes the power of literacy instruction through continuous access to student data and intervention outcomes. The Comprehensive Intervention Model for Maine (CIMME) system provides early literacy instructors with real-time data about the progress of students, informing instructional decisionmaking within a response to intervention (RTI) framework. This secure and valuable tool provides fine-scale literacy assessment data in accessible formats, facilitating continuous progress monitoring for educators, administrators, and researchers. The system is compatible with existing student information system (SIS) platforms to promote the integrated use of multiple sources of literacy assessment information.