| II–A |
Exercises That Gave Education Data Their Definition and Muscle
Lee Hoffman, National Center for Education Statistics
Patrick Sherrill, U.S. Department of Education
Barbara Clements and Glynn Ligon, ESP Solutions Group
Do you know why the Education Data Exchange Network (EDEN) defines data elements the way it does? Ever wonder how 72 U.S. Department of Education definitions of a school became one? Can you place EDEN, Performance Based Data Management Initiative, EDFacts, U.S. Department of Education Information Collection System, Periodicity, Integrated Performance and Benchmarking System, SPEEDE/ExPRESS, National Center for Education Statistics Handbooks, DataSpecs, Schools Interoperability Framework, Common Core of Data, and the Hula Hoop in historical sequence? This session swapped stories about how today's standard data definitions evolved. Could this be fun and educational? The goal was to appreciate the many people and projects that since the eighties have driven much of the redundancy out of ED's data collection data.
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Exercises That Gave Education Data Their Definition and Muscle  (22 KB)
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| II–B |
Colorado Education Data Analysis and Reporting System (CEDAR)
Daniel Domagala, Colorado Department of Education
Colorado Education Data Analysis and Reporting (CEDAR) is a web-based, state-level information portal developed and administered by the Colorado Department of Education. Recently rolled out to all Colorado school districts, CEDAR utilizes Cognos reporting tools to provide a "window" into the state data warehouse. Assessment, accountability, accreditation, Adequate Yearly Progress, longitudinal, and other information are made available to authorized users for self-service reporting, analysis, and data mining. This presentation discussed the system architecture, underlying data models, and data security structure of CEDAR. A live demonstration of the system was also provided.
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Colorado Education Data Analysis and Reporting System (CEDAR) (686 KB)
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| II–C |
IES State Grantee Report: Stakeholder Involvement in Designing and Developing Statewide Longitudinal Data Systems
John Calderone, Wisconsin Department of Public Instruction
Leslie Wilson, Maryland State Department of Education
States that have received the Institute of Education Sciences Statewide Longitudinal Student Data System Grants have found that a key component to making these systems work is engaging and involving the various stakeholders. This session focused on two states—Wisconsin and Maryland—and the work they've done with their internal and external stakeholders throughout the process of building their longitudinal data systems.
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IES State Grantee Report: Stakeholder Involvement in Designing and Developing Statewide Longitudinal Data Systems (1.5 MB)
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| II–D |
Three Tiers of Data Validation: School, District, and State
Bethany Heslam, Charlotte County Public Schools, Florida
James Lair, The Center for Data Quality
Florida's Charlotte County Public Schools has rolled out a districtwide process for automated data validation. An integral component of the district's School Administrative Student Information (SASI) system data collection cycle, this validation process provides each school with online, self-service data?quality report cards. The initiative is working to improve data at the point of origin, while ensuring that data reported to the state are of consistently high quality. This presentation tracked the flow of student data from the school to the district to the state, with an emphasis on time savings and improvements in funding flow at each level of the reporting chain.
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Three Tiers of Data Validation: School, District, and State (715 KB)
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| II–E |
Lessons Learned From New Mexico's Statewide Data System Implementation
Daryl Landavazo, New Mexico Public Education Department
David Gross, Deloitte Consulting
The New Mexico Public Education Department has implemented the Student and Teacher Accountability and Reporting System (STARS). STARS is a data warehouse that collects and reports student, staff, and course information. This presentation discussed some of the lessons learned with the implementation of a state accountability system. The presentation discussed the challenges and lessons learned during the pilot and initial implementation, and how those lessons learned impacted the full project and the direction it has set for future phases.
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| II–F |
Implementing a Unique Student Identifier
Katharine Aspy, Georgia Department of Education
The Georgia Department of Education implemented a unique student identifier system during the 2005–06 school year (SY) and made those IDs integral to data collections for SY 2006–07. This presentation shared the lessons learned in the first year of issuing and using a unique student identifier application.
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| II–G |
Adequacy and Accountability: A Study of Resource Sufficiency and the NLS in NYC High Schools
Tyrone Bynoe, University of the Cumberlands
This study asked how one might operationalize a working definition of adequacy based on actual student outcomes, such as the percentage of students receiving a Regents Diploma. The study sought to operationalize a notion of adequacy, and asked several carefully crafted questions. Perhaps the most important of these questions was the following: when comparing high-performing/high-need schools to low-performing/high-need schools, which institutional and organizational variables distinguish high-performing high schools from low-performing high schools? This paper shall report the salient findings of seeking to operationalize a definition of adequacy confined to answering these two specific research questions. The dissertation study's research design was an exploratory quantitative study featuring descriptive statistics, correlation analysis, and regression analysis.
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Adequacy and Accountability: A Study of Resource Sufficiency and the NLS in NYC High Schools (38 KB)
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