Concurrent Session X Presentations
Friday, July 29, 2011
8:30 am – 9:30 am
X–A: You Want It Again? Considerations for Data Collection and Management of Longitudinal Data
Kathryn Valdes, Center for Education and Human Services, SRI International
Collecting and managing multi-source data for a study can be challenging; doing the same for a longitudinal study
introduces even more complexity. From study design to sampling to final database, everything must nestle neatly into
the multiple dimensions of a longitudinal database. In the National Longitudinal Transition Study-2 (NLTS2), we collected
five waves of data over a nine-year period from multiple sources. Our final database represents different points in time
and different points of view, following more than 11,270 students receiving special education services who were ages 13
through 16 in December 2000. This is a tale of lessons learned.
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X–B: Time to Pay Up: Distribution Patterns and Perceived Effects of Financial Awards in a Teacher Incentive Fund (TIF) Program
Kathleen Hoyer, Cara Jackson, Laura Hyde, and Jennifer Rice; University of Maryland, College Park
Fueled in part by the Federal Teacher Incentive Fund (TIF), compensation reforms have gained prominence among strategies
aimed at improving human capital in schools. While the evidence base on the design and implementation of educator incentive
programs is growing, little is known about payout processes, educators’ responses to these payouts, or the impact of the
payouts on a variety of desired outcomes. Drawing on survey, interview, and documentary data, this presentation uses a
mixed methods design to examine the distribution patterns of payouts, educators’ responses to these payouts, and the
perceived effects of payouts in one TIF-supported financial incentive program.
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X–C: When and Where and By Whom: University Preparation of Educators to Use Data
Pat Sherrill, U.S. Department of Education
Edith Gummer, Education Northwest
Ellen Mandinach, Wested
This session describes a conference convened to discuss how schools of education can build human capacity around
data-driven decisionmaking for all educators at all levels, from pre-service to graduate. Conference attendees clearly
indicated that in order to improve educators’ abilities to use data, a systemic effort is needed from state departments
of education, schools of education, professional accrediting organizations, and school districts. Multiple aspects of
data-driven decisionmaking elements must be integrated into longitudinal educational preparation to serve current and
future educators. The conference’s recommendations and the policy implications around building data literacy among
educators will be discussed.
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X–D: The Condition of Education 2011
Susan Aud, National Center for Education Statistics
This presentation highlights data from the annual report—The Condition of Education 2011. This congressionally
mandated report disseminates data on the U.S. education system from pre-K to postsecondary. In addition, information
on the development of the report and the selection of the indicators will be presented.
X–E: Obtaining Grant Funding From the Institute of Education Sciences (IES) to Analyze Your State or District Data
Allen Ruby, Institute of Education Sciences
The Institute of Education Sciences (IES) contains two Centers that offer grants to support research, development,
and evaluation: the National Center for Education Research (NCER) and the National Center for Special Education Research
(NSCER). This session will discuss the grant programs available from these two Centers that states, districts, and
researchers based in other institutions can use to analyze state and district longitudinal data.
X–F: Defining the Digital Identity of the Learner—Supporting Learning Through Assessment, Content, and Learner Profile Data
James Yap, Ramapo Central School District (New York)
Larry Fruth, SIF Association
Recently there has been a major push in the collection, management, and reporting of teacher information including the
need to link it to a specifically assigned student and class. What is needed is to provide interoperability between all
education applications across multiple software sources to allow teachers, administrators, and others to more accurately
identify the profile of the learner, provide resources that meet the specific needs of the learner, and assess learners
using the right tools and in the right context in a timely fashion. This session will be an open discussion of strategies
on what “low hanging fruit” activities data systems can first address, and then we will strategize on the more complicated
aspects of tracking this information. We are all under tight timelines to deliver this information—now let’s strategize
and share some actions!
X–G: Toward a Better Model for Reporting: Getting It Right, Getting It Right Now
Bruce Hislop, Prince George’s County Public Schools
Data reports are of little use unless the data presented are correct and the report is timely. If these two conditions
are not met, downstream decisionmakers cannot rely on the report to make informed decisions. This presentation outlines
what one local system has done to redesign the process for generating, validating, and delivering reports. The first
application of this process to a state report resulted in the file being delivered on the first day of the reporting
window with a 98 percent reduction of errors over the prior year. The process can be applied to other report recipient
entities as well.
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X–H : Identity Management—Real World Usage at the Local Level
Patrick Plant, Anoka-Hennepin Independent School District #11 (Minnesota)
Andy Elmhorst, Pearson
Many applications within the educational enterprise interface directly with learners, parents, and teachers. Each new
application requires identities and profile data for operational purposes. In many instances, users end up having to remember
numerous usernames and passwords and deal with profile information that is not consistent or up-to-date across the various
applications that they log in to. There is an obvious need to provide a standards-based solution for identity management
and role-based security within the education industry.
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X–I: Maximizing the Gains of Best Practices in the Classroom Via Research Data
Kenneth Nwocha, Anne Arundel Community College
The importance of students’ engagement and achievement cannot be over emphasized. With that said, this session is
aimed at providing teachers, educators, school leaders and administrators, and other para-educators with the most
up-to-date information on how to improve students’ achievement by presenting teaching materials in such a manner
that boost students’ participation and engagement. This session demonstrates how research data and findings can
be used to maximize learning in the classroom. Hands-on activity will be used in the process.
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