So you collect data—lots and lots of data—enrollment, assessment, college readiness, graduation—now what? The Data Quality Campaign has been interviewing states about data usage and sharing, specifically around college readiness data and its work with outside organizations to analyze the data. In this session, presenters discussed what they found and listened to participants' thoughts and experiences around data use.

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You Have Longitudinal Data—Now What? (2.23 MB)

Sessions in LDS track:

I-A, II-A, III-A, IV-A, V-A, VI-A, VII-A, VIII-A, IX-A, X-A, XI-A, and XI-D

Data warehousing, SIF, and statewide portals are ambitious multi-year efforts for states to tackle. This spring, the Rhode Island Department of Education completed its initial 24-month contract to: (a) update its vertical reporting systems to enable SIF and CSV uploaded and validated data from LEAs, (b) establish an authoritative central relational data repository and dimensional analytic repository; and (c) provide a platform for data driven collaboration.

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Rhode Island Department of Education (RIDE) Data Warehouse, SIF and Portal Project Completion Case Study (158 KB)

Sessions in Statewide LDS track:

I-B, II-B, III-B, IV-B, V-B, VI-B, VII-B, VIII-B, IX-B, X-B, and XI-B

With the increase in requests for EDFacts data and reports, the U. S. Department of Education is placing critical EDFacts data on the status and progress of No Child Left Behind and associated data on www.ed.gov/edfacts for expanded access by U. S. Department of Education staff and states. No licenses are required to access these data. Since this is a new effort, part of this session encouraged meeting participants to provide input on the types of EDFacts data and reports states would welcome on this site.

Sessions in EDEN/EDFacts track:

I-C, II-C, III-C, IV-C, V-C, VI-C, VII-C, VIII-C, IX-C, X-C, XI-C, and XII-C

"School" is a short word with a long list of possible definitions. This session reported on work to collect and analyze definitions of "school" used in state and federal programs and to organize the criteria used in these definitions into a set of key characteristics.

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And How Do You Define "School"? (37 KB)

Sessions in Federal track:

I-F, II-F, III-F, IV-D, IV-F, V-D, V-E, V-F, VI-D, VI-F, VII-D, VIII-E, X-E, and XI-E

This seminar presented an overview of the new Common Core Data, Teacher Compensation Survey (TCS), and key findings. The Pilot Teacher Compensation Survey: School Year 2005–06, collected individual teacher data from the administrative records of seven volunteer states: Arizona, Arkansas, Colorado, Florida, Iowa, Missouri, and Oklahoma.

In 2007, NCES launched the pilot data collection, and it received data from the seven states, totaling 509,225 records and representing 497,927 teachers. We presented median base salaries and counts of teachers by highest level of education achieved, years of teaching experience, age, race/ethnicity, gender, and geographic location. In addition to the overview, we presented summary data on the relationship between teacher salaries and high-poverty schools, contrasted with the relationship between teacher salaries and low-poverty schools. We also examined the relationship between teacher attributes and high poverty schools, as well as the relationship between teacher attributes and low poverty schools.

Twenty states have volunteered to participate in the TCS in 2008, totaling 1.4 million records. The Teachers Compensation Survey: School Year 2006–07 will collect data from the seven states in the pilot study, plus Alabama, Idaho, Kansas, Kentucky, Louisiana, Maine, Minnesota, Mississippi, Nebraska, New York, South Carolina, Tennessee, and Texas.

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An Exploratory Evaluation of the Data from the Pilot Teacher Compensation Survey: School Year 2005–06 (620 KB)

Sessions in Federal track:

I-F, II-F, III-F, IV-D, IV-F, V-D, V-E, V-F, VI-D, VI-F, VII-D, VIII-E, X-E, and XI-E

More than $13 billion are allocated to local education agencies under Title I of the No Child Left Behind Act. In this three-part presentation, we presented details on the rules and regulations that determine how the allocations are made, details of the multifaceted process for producing the poverty and population estimates that are a primary determinant of the allocations, and a comprehensive overview of the processes for the biennial update of school district boundaries.

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Determining the Factors in Title I Allocations (388 KB)

Sessions in Federal track:

I-F, II-F, III-F, IV-D, IV-F, V-D, V-E, V-F, VI-D, VI-F, VII-D, VIII-E, X-E, and XI-E

State departments benefit as districts become more data aware and capable. The Schools Interoperability Framework specification enables seamless data integration among disparate applications at the school and district level. This session discussed a variety of implementation models at the district level including the use of SIF in vertical reporting to the state.

Sessions in SIF track:

II-G, III-G, IV-G, V-G, VI-G, VII-G, VIII-G, IX-G, X-G, XI-G, and XII-G

Orange County Public Schools (OCPS), the 11th largest school district in the nation, has embarked on a district-wide initiative to engage schools in the pro-active, year-round review and correction of student data errors. OCPS' goal is multifold: eliminate the labor-intensive, months-long cycles of data amendment following each state submission; ease the costs and time pressures associated with data validation; ensure timely receipt of state funding; and accurately demonstrate district compliance with state and federal mandates. This session highlighted OCPS' efforts to automate and streamline key processes associated with the certification and monitoring of data in 175 schools.

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Bringing Data Quality Into the Large K-12 Enterprise (1.42 MB)

The National Center for Education Statistics (NCES) Handbooks Online provides guidance on consistency in data definitions and maintenance of education data so that such data can be accurately aggregated and analyzed. Handbooks Online provides a comprehensive listing of all data elements that might be needed for decision making related to managing an education system, reporting to state and federal education agencies, and computing indicators of school effectiveness. This session provided an overview of the Handbooks Online project and website, and the recent work to stay integrated in other national standardization projects such as Schools Interoperability Framework Association and the Forum's Education Data Model.

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NCES Handbooks Online: Linking to Other Data Standards (124 KB)

Sessions in Forum track:

II-H, II-I, III-H, III-I, IV-H, IV-I, V-I, and X-H