Concurrent Session I Presentations
Wednesday, July 27, 2011
2:30 pm – 3:20 pm
I–E: A GPS to All Your Data
Daniel Domagala, Colorado Department of Education
Shara Bunis, Pennsylvania Department of Education
Joyce Popp, Idaho State Department of Education
Glynn Ligon, ESP Solutions Group
We have created diagrams to trace the journey of our data from hundreds of collections, through almost as many repositories,
and to even more reports. Before these data flow diagrams, our documentation had missed the complexity of our information
ecosystems. We gained a better understanding of the interdependencies—or the opportunities for sharing data. During the process
of documentation, almost everyone “discovered” more data sources and reporting responsibilities than they thought they would.
Program offices are now clearer about the responsibility for their data. Now we know how new collections, repositories, and
applications will exchange data throughout our agencies.
I–F: Accessing and Exploring NCES K–12 Data: Common Core of Data (CCD), Schools and Staffing Survey (SASS), National
Household Education Surveys Program (NHES), Early Childhood Longitudinal
Study, Kindergarten Class of 1998–99 (ECLS-K), Education
Longitudinal Study of 2002 (ELS:2002), and
American Community Survey (ACS) (Part I)
Stephen Cornman, Kerry Gruber, Tai Phan, Sarah Hastedt, and Elise Christopher;
National Center for Education Statistics
The National Center for Education Statistics (NCES) has recently unveiled several state-of-the-art data tools to easily
access and use data. The first half of this session provides guidance and advice on using these tools to navigate several
NCES data sets. The Common Core of Data (CCD) is the primary annual database on public elementary and secondary education
and can be acessed by Build-a-Table (BAT) or the Elementary/Secondary Information System (ELSI). The session covers the
Educational Data Analysis Tool featuring the Schools and Staffing Survey (SASS), National Household Education Surveys
Program (NHES), the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K), and the Education
Longitudinal Study of 2002 (ELS: 2002). The Education Data Analysis Tool (EDAT) facilitates the download of NCES
survey datasets to your computer. Currently, the EDAT application contains SASS, ECLS-K, ELS: 2002, NELS (National
Education Longitudinal Study of 1988), and NHES datasets. This session will also introduce American Community Survey (ACS)
data on the School District Demographics System (SDDS).
I–G: Utilizing State Fiscal Stabilization Fund Data for High School Feedback Reports
Kelly Holder and Ted Carter, Kansas State Department of Education
In order to meet the American Recovery and Reinvestment Act (ARRA) reporting requirements of the State Fiscal Stabilization
Fund (SFSF) grant, the Kansas State Department of Education (KSDE) and the Kansas Board of Regents (KBOR) have collaborated to
create a longitudinal P–20 Data Store which includes data from the National Student Clearinghouse (NSC). The purpose of the Data
Store is to integrate K–12 data with postsecondary enrollment and completion data from both KBOR and NSC for research, analysis,
and reporting. This presentation examines how the information contained in the Data Store will be shared with stakeholders via
High School Feedback Reports delivered through the System for Education Enterprise in Kansas (SEEK).
Download Zipped PowerPoint Presentation:
I–H: Thrifty Education Intelligence (EI) on a Budget
Vicki Philpot, Al Gaines, Bobby Hurley, and Jennifer Lee;
Metropolitan Nashville Public Schools (Tennessee)
Metropolitan Nashville Public Schools’ Longitudinal Education Analysis and Decision Support (LEADS) System is a
student-centric education intelligence system for local and state education agencies. It is crafted to collect and
present operational, financial, performance, and human resource data on schools, teachers, and students. The system
is highly customizable based on an extensible and flexible data framework, which allows districts or states to
locally own, grow, and sustain a student longitudinal data system. The system’s primary purpose is informing
instructional practice and continuous improvement throughout the district by enabling data conversations among
educational stakeholders at the classroom, school, and district levels.
Download Zipped PowerPoint Presentation:
I–I: EDFacts and Reducing Burden of Federal Reporting Requirements
Ross Santy and Denise Forte, U.S. Department of Education
This session will provide an overview of the status of the EDFacts data collection for 2010–11 data, the preparations
to collect 2011–12 data, and the continuing efforts to reduce the burden of federal reporting, and will provide participants
with an opportunity to offer feedback. The U.S. Department of Education is actively seeking input from state, local, and
tribal officials to solicit ideas and solutions for how public funds can be used more cost-effectively to accomplish better
results by eliminating requirements that are duplicative, unnecessary, or of minimal value. This effort is aligned with the
President’s memorandum to federal agencies on February 28, 2011, entitled “Administrative Flexibility, Lower Costs, and
Better Results for State, Local, and Tribal Governments.”
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