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Concurrent Session I Presentations


Wednesday, July 17, 2013
2:30 pm – 3:20 pm


I–A: Linking High School Data to College Enrollment, Persistence, and Completion

Vasuki Rethinam and Renee Foose, The Howard County Public School System (Maryland)

    This study examines the college enrollment, persistence, and completion rates of Howard County Public School System (HCPSS) graduates. This is the first time the district has explored the data received from the National Student Clearinghouse (NSC), a nonprofit organization that collects and verifies high school graduates’ postsecondary enrollment and degree attainment at a national level. This presentation will provide the business rules used in analyzing the data, the findings, and the way a district with high student achievement is striving to create a culture of data use.

I–E: Building and Deploying an Early Warning System—Lessons Learned From a Large-Scale Pilot

Jared Knowles, Wisconsin Department of Public Instruction

    In the spring of 2013, Wisconsin piloted an Early Warning System (EWS) for middle school students in 34 schools with more than 5,800 students. The EWS was built on free and open source tools using Statewide Longitudinal Data System (SLDS) data. The process of moving from analysis to pilot will be discussed in this session; and the results of the pilot—including lessons learned for scaling up the system statewide—will be shared.

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I–F: Keeping Momentum in Kansas' Data Quality Certification Program

Kateri Grillot and Kimberly Wright, Kansas State Department of Education

    Since 2007, the Kansas State Department of Education (KSDE) has offered a free, role-based data quality training program to Kansas schools. With almost 700 certifications earned, our high rates of retention surprised even us. In this session, we will share how we keep the momentum going through a rigorous process of evaluation, recertification, and reinvention to improve data quality in our schools. We will also share some of our most valuable lessons learned when using professional development to address data quality.

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I–G: Who is Teaching Our Teachers? Collecting and Sharing Statewide Data on Teacher Preparation Programs

Erin Dillon, Massachusetts Department of Elementary and Secondary Education
Donna Mitchell, Delaware Department of Education

    In an effort to improve the quality of teacher training, many states are connecting data on teachers in their K–12 schools with information on the programs in which they were prepared. Connecting these data sources provides a wealth of information on preparation program graduates, including employment rates, evaluation ratings, and the academic growth of their students. In this session, representatives from Massachusetts and Delaware will share their state’s work collecting data on teacher preparation programs, including linking it with K–12 data and sharing the results with preparation programs, districts, and the public.

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I–H: Common Education Data Standards (CEDS) "On the Wire": Why Authentic and Open Standards Matter for Data Solutions

Vince Paredes, SIF Association
Steve Curtis, Cambridge Education/Tripod Project
Jennifer Schmidt, Tri-Rivers Educational Computer Association (TRECA)

    The ability to mine and report on the data maintained within a state or regional data store represents only half of the required functionality of a deployable solution. The data must first be conveyed to the data store from a variety of heterogeneous sources (such as multiple district-level Student Information Systems [SIS] and Learning Management Systems [LMS]); and this requires a secure, robust, and real-time application-to-application data transfer framework. The Common Education Data Standards (CEDS) defines a logical data storage model for the U.S. educational domain. The Schools Interoperability Framework (SIF) standardizes how the various data sources located within the state or district transfer their data to and from each other. This session discusses the SIF Implementation Specification Version 3.0. The SIF is an open standard that allows for the application-to-application transfer of CEDS compatible data—securely, seamlessly, and in almost real time—not only within an educational institution, but also vertically to regional/state agencies and even further to the federal level. As an open standard, the SIF blueprint allows end-users the freedom to choose "best of breed" applications, avoid vendor lock-ins, future-proof IT systems, and save time and money.

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I–I: A Key Connection: Stakeholder Engagement and Governance Across Sectors to Use Early Childhood Data

Missy Cochenour, AEM Corporation
Tony Ruggiero, Delaware Department of Education
Richard Jorgenson, Wisconsin Department of Public Instruction
Melissa Beard, Washington State Office of Financial Management

    Stakeholder engagement and governance are key parts of a successful data system. During this session, state examples will be shared to address the key distinction between broad stakeholder engagement and establishing early childhood data governance.

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I–J: Measuring Community Ability To Pay: How Massachusetts Keeps It Simple

Roger Hatch, Massachusetts Department of Elementary and Secondary Education

    For many years, Massachusetts struggled to find a way to combine both property wealth and personal income in its state education aid formula. The "aggregate wealth" method was first developed in FY 07 and used a new approach that is transparent to policymakers and taxpayers alike. The math is simple and the targets make sense. Now, eight years into its implementation, the presenter will review how it has actually worked.

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