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Teacher Compensation Survey
Frank Johnson, National Center for Education Statistics
The National Center for Education Statistics (NCES) is starting a new survey, the Teacher Compensation Survey. This survey will be a part of the Common Core of Data survey of administrative records. The survey will collect a few data items on every public school teacher. A pilot data collection, with participation from nine states, will take place this spring, and we will ask for data from all states next year. This presentation covered a description of the pilot Teacher Survey and the data items and definitions. We also discussed why NCES is collecting these data, confidentiality issues, and data products.
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Teacher Compensation Survey  (223 KB)
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| I–B |
Delaware's Statewide Data System: From LEA to EDEN
Bruce Dacey, Delaware Department of Education
The Delaware Department of Education's statewide Delaware Student Information System (DELSIS), is composed of many parts, including a pupil accounting system, web page collection forms, data quality processes, a data warehouse, and state databases. This presentation reviewed the various parts of the current statewide data system and included a roadmap for the future of the system. The goal of the Delaware Department of Education is to be a model for other states in designing data systems.
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Delaware's Statewide Data System: From LEA to EDEN (3.8 MB)
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| I–C |
IES State Grantee Report: Data Quality
Neal Gibson, Arkansas Department of Education
Richard Rozzelle, Tennessee Department of Education
Staff from two states that received 2005 Institute of Education Sciences Statewide Longitudinal Data Systems grants—Arkansas and Tennessee—discussed how they are addressing the issue of data quality in their state education data systems.
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IES State Grantee Report: Data Quality (1.7 MB)
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| I–D |
DC STARS
Seju Shastry, District of Columbia Public Schools
District of Columbia Public Schools implemented a new student information system—eSIS—and realized significant benefits. The implementation reduced dual enrollment by utilizing a single point of entry; achieved greater visibility for intervention processes to increase attendance and reduce truancy; secured data entry for schedules, marks, and credits with audit trails; and eliminated manual generation of report cards and transcripts.
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| I–E |
Alternative Graphical Representations for Data:
Making Interpretation Intuitive for Stakeholders
Denise Airola and Sean Mulvenon, University of Arkansas
Have school improvement and accountability efforts reduced achievement gaps for students in your state? Similar questions are asked by education stakeholders on a daily basis. As data collection increases, so do demands for publication of the data. However, these data may not be in an appropriate form for reporting in an interpretable manner. The National Office for Research, Measurements, and Evaluation Systems (NORMES) piloted alternative graphical representations of statewide data that address this problem. Reducing achievement gaps is a primary focus of accountability legislation. This session provided examples of how NORMES used alternative representations of data to address this question and others related to hot-button accountability issues.
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| I–F |
Destination? Quality Data: A Process, Not a Place
Wanda Jones, Georgia Department of Education
Organizations and agencies often find it difficult to rely on the information provided through internal data collection and reporting processes. Yet, it is this information that serves as the foundation for internal decisionmaking processes. This session provided an overview of the importance of ensuring data quality and gave examples of the process used in Georgia to ensure data quality in its state reporting efforts. Also included was an overview of the data standards used in Georgia for collecting student and staff data from Georgia's public school systems.
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Destination? Quality Data: A Process, Not a Place  (708 KB)
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| I–G |
Architecting Data for Flexibility
Vincent Kelso and Laura Robinson, Fairfax County Public Schools, Virginia
With state and federal reporting requirements increasing, internal reporting constantly changing, and the consumers of the data becoming savvier, the use of data warehousing in education has expanded. There is a need for an intermediate place for data reporting needs that leverages warehouse technology. It is not an operational system, but an Operational Data Store (ODS). Architecting an ODS into your organization's data "processing" can help you create a better, more efficient method for your organization to respond to these types of changes with minimal impact to your On Line Transaction Process (OLTP) or your data warehouse.
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Architecting Data for Flexibility (4.6 MB)
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