Concurrent Session IV Presentations
Thursday, July 12, 2012
8:30 am – 9:30 am
IV–B: They Did What With the Data? Kansas’ Creation of a Data Request Training Program
Kateri Grillot, Kathy Gosa, and Kimberly Wright; Kansas State Department of Education
State agencies are developing sophisticated and complex state longitudinal data systems based
upon a wide variety of education data collected from schools to meet state and federal reporting
guidelines. This data collection creates a rich data store with countless opportunities for education
research. However, since this data store can be rather complex and in some cases may include
personally identifiable information, it demands a conscientious process for requesting and
releasing the data. To encourage proper and informed use of education data, the Kansas State
Department of Education has created a curriculum to improve the quality of data requests and
foster the informed use of education data.
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IV–C: Protection of Personally Identifiable Information Through Disclosure Avoidance Techniques—The Sequel
Michael Hawes, U.S. Department of Education
Baron Rodriguez, AEM Corporation
This session builds on concepts covered at the February 2012 MIS Conference. Topics for
discussion include assessing the risk of disclosure in public-release data tables, choosing disclosure
avoidance techniques that maximize the public utility of data, and correctly applying disclosure
avoidance when reporting data at multiple levels (e.g., at the school, district, and state levels).
The presenters also discuss recent developments at the U.S. Department of Education relating to
disclosure avoidance and public release of data.
IV–D: Mapping EDFacts Reporting Requirements With Common Education Data Standards (CEDS) Online Tools
Ross Santy, U.S. Department of Education
Emily Anthony, National Center for Education Statistics
Beth Young, Quality Information Partners
Jim Campbell, AEM Corporation
With the release of Common Education Data Standards (CEDS) Version 2, a more complete data
model now exists against which a number of data usage requirements can be evaluated, mapped,
and planned. As part of the roll out of CEDS, the National Center for Education Statistics (NCES)
has made an online Align Tool available to enable users to document ways in which CEDS supports
specific use cases. One of the use cases for state data systems is to satisfy federal reporting
requirements to EDFacts. This session provides models for how EDFacts File Specifications, the
CEDS Data Model and online CEDS Align Tool, can be used to create standardized documentation
on how data being reported into EDFacts are aligned with the structures of CEDS data elements.
The session also touches upon tools that U.S. Department of Education program offices are using
to tie their information needs within program management and monitoring back to the CEDS data
IV–E: Growth Models: Vaporware and Heresy
Robert London and Chandra Haislet, Maryland State Department of Education
This interactive discussion shares the practical issues and limitations of implementing growth
models as a student performance measure and for educator evaluations. It is clear that
implementing growth models in a meaningful way has technical, computational, and data issues.
The big question is how are these growth estimates really being useful in helping educators get
students career and college ready?
IV–F: College and Career Readiness: The Policy Agenda and State Longitudinal Data Systems (SLDS)
John Kraman, Oklahoma State Department of Education
Kate Blosveren, Achieve, Inc.
Achieve has been the home of the College and Career Readiness Agenda since the creation of the
American Diploma Project in 2001. The presenters discuss the history and the research foundation
of the College and Career Readiness Agenda, the adoption of College and Career-Ready policies
by states, and the Agenda’s connection to the Common Core State Standards. Presenters discuss
how the College and Career Readiness Agenda connects to the development of State Longitudinal
Data Systems and student-level data, with specific reference to the work of the Oklahoma State
Department of Education and P–20 Data Coordinating Council.
IV–G: P–20 Master Person Index
Tracy Korsmo, North Dakota Department of Public Instruction
Eddie Parker and Kamal Kumar, Otis Educational Systems
As the State of North Dakota completed the initial phase of its Statewide Longitudinal Data System
(SLDS), the work naturally expanded into the P–20 system. But before the P–20 system could be put
in place, it needed to uniquely identify not only K–12 students and staff but also infants, toddlers
and children, postsecondary students, and adults. The Master Person Index system became this
central clearinghouse or exchange, where all data get registered to uniquely identify the various
incarnations of a person. This central Master Person Index allows for the cross-referencing of data
across years, agencies, and systems within a state to uniquely identify a person.
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IV–H: GAAWARDS—Georgia’s Hybrid Governance Approach
Jackie Lundberg and Kriste Elia, Georgia Governor’s Office of Student Achievement
Andy Parsons, Technical College System of Georgia
Chuck McCampbell, Georgia Professional Standards Commission
This GAAWARDS Governance presentation centers around Georgia’s vision for a P–20W system and
its hybrid approach to designing and building a data governance model that allows it to achieve
that vision and keep it going forward. The presenters discuss the groups within the governance
model and the procedures in place around appropriate use of data, issue resolution, and types of
users (general vs. special).
IV–I: Applying for an Institute of Education Sciences (IES) Grant to Do Research Using Administrative Data
Allen Ruby, National Center for Education Research, 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 (NCSER). The presenter discusses 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.