By popular demand, this session provided a chance to talk with your colleagues about a variety of issues surrounding the development, maintenance, and use of longitudinal data systems. Participants could join a table with a particular topic, or suggest their own.

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

Led by the evaluators of Ohio's D3A2 initiative, workshop participants considered ways to measure the implementation and impact of their states' longitudinal data systems. Formative, summative and process evaluation techniques informed the template used to guide the workshop. At the conclusion of the session, participants had articulated their evaluation needs as research questions, and they will had identified qualitative and/or quantitative research activities that were most appropriate for answering each question. Participants also considered the strengths and limitations of evaluation data. This workshop was ideal for recipients of IES grant funds and anyone involved in developing a statewide LDS.

Download PDF File:

Evaluating Longitudinal Data Systems: A Guide for State-Level Inquiry (104 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

The effective collection, storage, and use of data require that business processes be defined, managed, integrated, and documented. EDFacts has acquired a business process management system (BPMS) to help with the management, integration, and documentation of the business processes used by EDFacts. This session used selected business processes to illustrate how the BPMS tool is used to coordinate and integrate EDFacts business processes.

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

IES is issuing requests for applications from states for a third round of Statewide Longitudinal Data Systems (SLDS) grants to state education agencies. Reviewers can only judge the quality of a proposal if it clearly conveys what the state proposes to do. Using excerpts from winning proposals, and their own experience, the panelists pointed out what to cover, and how to cover it understandably, in the major proposal sections.

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

In the development of a longitudinal data system with numerous participant stakeholders, 80 percent of the work requires insights into education and project management processes, yet only 20 percent of the work requires technological expertise. There are many variables from different areas of expertise that must be carefully considered. This presentation by team members of the Longitudinal Data System Task Force introduced and discussed a number of concepts, perspectives, and processes that need to be understood and incorporated in any complicated information systems development project. Among other topics, they discussed the importance of considering the information life cycle, the systems development life cycle, the concepts of enterprise architecture and data governance, and the multiple, different stakeholder perspectives of those who will be involved in developing the system requirements.

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

Many LEAs, SEAs, and Higher Education Institutions are wondering what the connections are between secondary and postsecondary. In this session we looked at the joint work being done between the organizations, what the touching points, opportunities and needs are to exchange data, and how this will improve interoperability for P-20.

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