Concurrent Session IV Presentations
Thursday, July 28, 2011
8:30 am – 9:30 am
IV–A: RTL (Response to Lunacy): Strategies to Create, Verify, and Submit Assessment Data
David Weinberger and Carla Collins, Yonkers Public Schools (New York)
Accountability data, especially high stakes assessment file submissions, are a preeminent illustration of
the tension between quality and timeliness. Data quality has consequences for accountability status, reputation,
funding, compensation and even employment status. The Yonkers Public Schools will describe challenges and
responses, looking at procedures, quality edits and constructed response scoring process, all of which must
advance each testing/reporting cycle to meet changing and increasing demands. Advantages and disadvantages
will be explored. Session attendees will be asked to design a solution for group discussion.
IV–B: Interstate Mobility
Chris Cassel, Nebraska Department of Education
Kathy Gosa, Kansas State Department of Education
Tom Ogle, Missouri Department of Elementary and Secondary Education
Jay Pennington, Iowa Department of Education
Moderator: Andrea Hartman, eScholar
The eScholar Interstate ID eXchange pilot participants talk about their challenges, progress in creating
Memoranda of Understanding (MOUs) and policies around interstate exchanges and what their vision is for the
interstate capability. Each state has different challenges including access to data and frequency of updates
of data so they will review their specific challenges in this process. An update on the development progress
of the tool will also be provided.
IV–C: 101: : Introduction to Principles of Achievement Testing
Elana Broch, Princeton University
This session is intended for users of test data. It is designed to give you a broad framework for understanding
test construction and the interpretation of test results based on terminology you hear frequently. The focus of the
session will be on the hallmarks of quality test construction: reliability and validity. In addition, we will discuss
the challenges of measuring “improvement” and issues regarding item and test bias.
IV–D: 101: Intro to the Privacy Technical Assistance Center (PTAC) Toolkit
Emily Anthony, National Center for Education Statistics
Baron Rodriguez, AEM Corporation
Alexandra Henning, Quality Information Partners, Inc.
The Privacy Technical Assistance Center (PTAC) is NCES and the U.S. Department of Education’s “one stop” resource
for education stakeholders to learn about data privacy, confidentiality, and security practices related to student-level
longitudinal data systems. In an effort to share reliable best practice recommendations, PTAC has produced a “Toolkit”
that provides stakeholders with a wide range of resources for use in schools, school districts, state education agencies,
and institutions of higher education. Join us to learn about the issue briefs, checklists, FAQs, glossary, webinars,
templates, and other tools available in the PTAC Toolkit.
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IV–E: Uses of a Statewide Longitudinal Data System to Evaluate and Inform Programs, Policies, and Resource Allocations
Deborah Carran, Tamara Otto, and Jacqueline Nunn; Johns Hopkins University
Stacey Dammann, York College of Pennsylvania
Maryland has been actively working toward the implementation of its Statewide Longitudinal Data System (SLDS) for 15 years.
Recently the SLDS had been used to evaluate policy and other issues informing educational reform. This panel will present
four papers: 1) describing SLDS, 2) using SLDS to evaluate impact of early childhood intervention services on fall
Kindergarten assessment scores, 3) using SLDS to track student performance on fall Kindergarten assessment to evaluate
Grade 3 academic performance, and 4) using SLDS to identify students with disabilities at age three and prospectively
track students to Grade 3 to evaluate impact of early childhood services.
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IV–G: Using National Databases for Research on Career and Technical Education
Oscar Aliaga, National Research Center for Career and Technical Education, University of Louisville
National databases are useful, rich sources of information for education in general, but since they use comprehensive
samples, they do not necessarily address the specific complexity of Career and Technical Education (CTE). At the
National Research Center for Career and Technical Education (Center), we have been using NCES databases to build a
new CTE taxonomy that relates CTE secondary course taking to occupational areas. The new taxonomy allows the Center
to report more effectively on the engagement, achievement, and transition of CTE students.
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IV–I: 55,000 More College Degrees—Assessing the Barriers to Postsecondary Education to Close the Gap on Educational Attainment
Robert Rodosky, Jefferson County Public Schools (Kentucky)
Shawn Herbig, IQS Research
Understanding the barriers that impede student transition from high school to college is a challenge for all districts.
This session discusses a research study performed in Louisville, Kentucky that assessed several attitudinal barriers as
well as the perceptions of difficulty and the importance and their role in educational attainment. The research is based
on interviews with 1,000 adults and 300 children (grades 7–12) and provides insights into the non-academic factors that
are keeping communities from reaching their educational goals. Research conclusions as well as lessons learned and next
steps for assessment will be discussed.
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