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22nd Annual MIS Conference 2009

Concurrent Session II Presentations


Wednesday, February 18, 2009
11:30 - 12:30


 
II–A Using Data to Raise Standards and Classroom Academic Performance
Doug Archbald, School of Education, University of Delaware

    Standards-based curriculum is a worthy ideal, difficult to achieve in practice. Research shows that within districts that there is often considerable classroom-to-classroom variation in academic standards and effectiveness. Without objective information to illuminate these conditions, under-performing teachers operate without intervention and many students suffer. This session, based on a university-school district partnership, showed the extent of across-classroom variation that can occur and demonstrated data-based analyses and reports on:

    • grading and student achievement consistency, variation, and distributions among teachers;
    • teacher effectiveness overall and in reducing disparities between demographic groups; and
    • strategies for teachers and administrators to sustain more uniform standards across classrooms.

Sessions in Data Use/Data Standards track:

 
II–B UTREx—Data Exchange Using SIF Interoperability
Derek Howard, Utah State Office of Education
Laurie Collins, Schools Interoperability Framework Association
    What is UTREx? What is the plan for the Utah State Office of Education (USOE) to work with the districts to create a comprehensive network to share student records and transcripts across and between entities? How are we engaging with our contractors? Participants joined the presenters as they shared the exciting Longitudinal Data Systems project Utah is undertaking. They highlighted the project design, current status and timeline for completion. They shared how they have formed the UTREx Advisory Committee to work with USOE and their contractors on the project, how they are communicating with our local education agencies (LEAs), the UTREx vision and goals for priority one and priority two, and what this all means as they strive to improve education in Utah.

Sessions in Schools Interoperability Framework (SIF) track:

 
II–C The NCES Teacher Compensation Survey in 18 States
Stephen Q. Cornman, National Center for Education Statistics
Elizabeth E. Holland, U.S. Census Bureau
    This session presented an overview of the Teacher Compensation Survey (TCS), an exciting new data collection effort in the Common Core of Data. The TCS is a national database of individual teacher-level data that includes teachers' salaries, health and retirement benefits, experience, level of education, and personal characteristics that does not currently exist. In response to the lack of individual teacher-level data, the National Center for Education Statistics (NCES) developed an administrative records survey: the TCS. In the Spring of 2008, the TCS collected individual teacher-level data for the 2006-07 school year from the administrative records of 18 volunteer states: Alabama, Arizona, Arkansas, Colorado, Florida, Idaho, Iowa, Kansas, Kentucky, Louisiana, Maine, Minnesota, Mississippi, Missouri, Nebraska, Oklahoma, South Carolina, and Texas. The TCS has 1.29 million records representing 1.12 million teachers (approximately one-third of the teachers in the country.) The TCS is entering its third year, and participation has been growing. The presentation covered the survey's data items and progress as well as its data products. All current and prospective data providers were welcome to attend. (See also TCS publications and TCS Restricted-Use Data Files.)

Download Zipped PowerPoint Presentation:

Sessions in Data Use/Data Standards track:

 
II–D Using Geographic Information Systems in Educational Analysis—NCES School District Demographic System
Tai Phan, National Center for Education Statistics
Bobbi Woods, KGS
Joe Collins, Sanametrix

    This session showed how the latest advancements in geographic information systems (GIS) technology can be used to further education analysis. The publicly available School District Demographics System (SDDS) application allows users to overlay Census population and housing information on to national, state and local map images. The newly released version of SDDS leverages the latest GIS software from ESRI, to include ArcGIS 9.3, Adobe FLEX and ESRI's Web Services. This session showed how the new features such as enhanced cartography, ability to overlay additional data elements, and faster page refreshes can enhance education researchers' online experience.

    In addition to the map-enabled features, this session demonstrated the wide range of data available through the SDDS Data Viewer and Profile Comparisons tools.

Sessions in Federal track:

 
II–E Progress and Challenge—An Update on EDFacts Submissions Across the Country and How States Are Using SLDS to Improve Business Process
Ross Santy, U.S. Department of Education
John Keller, Indiana Department of Education
Baron Rodriguez, Oregon Department of Education
Challis Breithaupt, Maryland State Department of Education
    All state education agencies (SEAs) are moving towards complete reporting to EDFacts, starting with the 2008-09 school year. As states progress through the two-year transition period since publication of the EDFacts regulations, they have been making constant progress towards the goal of more seamless processes to report timely and complete data to the U.S. Department of Education. This session provided an update on EDFacts, its data requirements, new reporting functionality for states, and the implications of the Family Educational Rights and Privacy Act (FERPA) and other privacy laws on making more data available to all states. The presentation included recent efforts to coordinate data submissions for EDFacts with data requests by the State Education Data Center. The session also highlighted recent work in four states to build upon the data infrastructure of the Statewide Longitudinal Data System (SLDS) to ensure improved reporting to both the public and to EDFacts. There was a focus on ways the SLDS is beginning to improve the business practices and information competencies of their SEAs.

Download Zipped PowerPoint Presentation:

Sessions in EDFacts track:

 
II–G Data Flow End-to-End
Sidney Fadaoff, Alaska Department of Education and Early Development
Steve King, ESP Solutions Group
    The Alaska Department of Education and Early Development has been using its Institute of Education Sciences (IES) longitudinal data grant to improve the quality and timeliness of the education data flow from collection through reporting. The agency has started the implementation of automated data collection processes that immediately validate data submissions. These systems take the data through multiple mechanisms, school interoperability framework (SIF) or traditional file submissions. After processing, the data are loaded into the longitudinal data warehouse and flexible reporting tools make them available to districts, analysts, and the public. District stakeholders are actively involved in the selection of priorities and system emphasis. This session discussed the processes, tools, and techniques along with demonstrations of the results.

Sessions in Longitudinal Data Systems (LDS) track:

 
II–H Uncovering AYP Results—Providing Tools to Allow Schools to Drill Down Behind All Calculations
Patricia Eiland, Alabama State Department of Education
    The state of Alabama has implemented a web-based application that allows districts and schools to drill down to detailed step-by-step calculations used in the annual Adequate Yearly Progress (AYP) reporting, including the individual student records used. In addition, systems have the ability to file online appeals for challenged calculations with students included in each of the calculations. This system has allowed principals and superintendents to verify and understand their AYP status and report with minimum impact on state and local resources to explain and verify those results.

Sessions in Data Quality track:

 
II–I College Readiness Through Advanced Placement (AP) and Pre-AP Programs—An Analysis of Opportunities and Challenges in Washington State
Barbara Dittrich, Kristina Johnstone, Mary Nagel, and Dr. Gia Tran
Washington State Office of Superintendent of Public Instruction
    The Advanced Placement (AP) Program allows students to take rigorous college-level courses while still in high school. Students may earn college credit and/or advanced placement into upper level college courses by taking AP exams. Many colleges and universities recognize AP courses when making admissions decisions. This session included a historical perspective of how Washington State has used data collection and analysis to answer research questions and expand access and equity in AP and pre-AP programs throughout the state. The presentation included opportunities and challenges related to the promotion of AP and pre-AP through a succession of federal and private grants as well as state initiatives in the Career and Technical Education.

Sessions in Washington State track:

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