X–A

One of the challenges the New York State Regional Information Centers have is the collection of data from districts to feed the state-level data warehouse. This presentation showed how the Lower Hudson Regional Information Center dramatically increases the time available to correct errors each month by exposing validation rules to data on a real-time basis. The solution collects district data to be fed into an XML data store built on the Schools Interoperability Framework specification.

X–B

According to the 2007 Data Quality Campaign Survey, 22 states have the ability to match student records between P-12 and higher education. In this session, we discussed which states are sharing data, what the barriers are, and how the data are being used. We also hoped to provide a forum for participants to share their experiences, questions, and solutions with each other.

X–C

This session described California's education data Internet reporting system. DataQuest is a public Internet system designed to provide easy access to data about California's schools and school districts. It contains a broad range of information including school performance indicators, student and staff demographics, poverty indicators, technology, course taking data, as well as a statewide testing system results. The session included a brief history of system development, choices made about what data to display and how to display it, a live demo of DataQuest, as well as a brief description of the technical tools used to produce DataQuest.

X–D

Increasingly, elementary teachers specialize, teaching one or two subjects to students from different classrooms. These arrangements can be quite informal with frequent changes in students' teacher of instruction for a subject. Data systems, however, usually only track teacher of registration. The result is that data systems give faulty information, with negative consequences for providing teacher feedback/support, compliance, accountability, evaluation, and research. Our role conducting school-based research under a grant from the U.S. Department of Education is determining the impact of educational programs on outcomes and instructional practices. This work is dependent on our ability to match outcome scores with the appropriate teachers of instruction.

X–E

As part of its obligation for the Institute of Education Sciences' grant for the development of a longitudinal data system, the Arkansas Department of Education has contracted with Metis Associates for the independent evaluation of the system and its impact on classroom instruction and student learning (IES Reqs. 19, 21, and 29). This presentation presented an outline of that evaluation, including methods and evaluation questions, to help those that may need to do a similar evaluation in their own state.

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• Longitudinal Data System Evaluation (619 KB)

X–F

While data-driven decision making tools and systems may provide a profile of student performance and subgroup trends, teachers must be prepared to interpret and incorporate that information in the context of classroom practice. Toward this end, leaders must inspire a shared vision and ensure that data are leveraged to advance it, facilitating the process and mindset, or culture, surrounding data collection, interpretation, and use. Effective leaders know how to provide authentic, sustained learning opportunities tailored to teachers' immediate needs. This session shared a vision for leadership development to increase education leaders' capacity to turn information into transformation, a key element to ensure the benefits of states' longitudinal data systems.

X–G

The Prince George's County Public Schools has undertaken three enormous steps to simultaneously provide the best data available to teachers for direct classroom decision making. This presentation looked at in-house and vendor-assisted data collection, management, and reporting initiatives involving data warehousing, student-level data reporting, and student data management system implementation. These initiatives are tied together by data quality assurance procedures from a data flow perspective encompassing input, procedures, systems, and reporting.

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• More than Data Management: A School System's D3M (130 KB)

X–H

Transcripts are a powerful tool to improve policy, practice, and student outcomes. Analysis of transcripts can provide counselors, students, and families with information on student course taking and show whether students are making progress toward their college and career goals. Transcripts can be used by educators to identify critical patterns, including who attempts and succeeds in rigorous coursework and when students fall off the path to college and career. We presented several tools, including online query tools and useful reports, that have been developed at the national and state levels to leverage transcript data to improve school and student success.

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• Transcript Tools for School and Student Success (5.33 MB)