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Publications

The SLDS team produces various types of products to capture best practices from the field and meet the evolving needs of the community. This page includes Best Practices, Guides, Issue Briefs, State Spotlights, and Target Team publications. Select from the bar below to explore our growing library. Please contact Kristen King with suggestions for future products.

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State Approaches to SLDS Branding
State Approaches to SLDS Branding
September 2021
State Approaches to SLDS Branding

For SLDSs, branding can help raise awareness and recognition of the system and its role in informing the state’s education and workforce programs. This brief highlights the approaches that several states have taken to branding their SLDSs and the benefits and challenges they found in the branding process.

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SLDS Record Retention and Data Destruction
SLDS Record Retention and Data Destruction
May 2021
SLDS Record Retention and Data Destruction

This guide discusses considerations that SLDS programs should make when crafting record retention and data destruction policies. It also covers common challenges related to record retention and data destruction that policies should address.

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SLDS Issue Brief: Vendor Management Tips
SLDS Issue Brief: Vendor Management Tips
May 2021
SLDS Issue Brief: Vendor Management Tips

Most state education agencies use vendors in support of their education data projects. While what works in one state may not work in another, there are some key tips for developing RFPs, engaging with vendors, and managing vendor work that can increase the likelihood of producing a cost-effective, high-quality SLDS.

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Tips for Successful Monitoring Calls
Tips for Successful Monitoring Calls
May 2021
Tips for Successful Monitoring Calls

This brief offers advice for state project leaders when planning for, conducting, and following up after monthly SLDS Grant Program monitoring calls. It also includes practices and recommendations from project leaders in Pennsylvania and Wisconsin for using monitoring calls to support the goals of their SLDS work.

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Best Practices for SLDS Project Management
Best Practices for SLDS Project Management
April 2021
Best Practices for SLDS Project Management

This guide examines several challenges that SLDS project teams face in the areas of human and organizational capacity, project administration, communications and engagement, and vendor management. It offers solutions from state SLDS project teams for navigating those challenges.

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CEDS Data Warehouse Expansion Project
CEDS Data Warehouse Expansion Project
April 2021
CEDS Data Warehouse Expansion Project

Through the CEDS Data Warehouse Expansion Project, state SLDS teams work together to plan and build the CEDS Data Warehouse model. The result will be a collection of use cases, architecture, code, and data reports that SLDS programs nationwide can adapt to their own systems. Learn more about the project and how to get involved.

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Data Quality: Striking a Balance
Data Quality: Striking a Balance
April 2021
Data Quality: Striking a Balance

Data quality is essential to developing stakeholder trust in and use of an SLDS. However, achieving perfect data quality is not realistic, given finite resources and time. This publication describes attributes of data quality and strategies for improving it.

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Student Wallets: Sharing Digital Certificates and Transcripts
Student Wallets: Sharing Digital Certificates and Transcripts
April 2021
Student Wallets: Sharing Digital Certificates and Transcripts

This spotlight explores the North Dakota Information Technology Department’s use of blockchain technology to create a student wallet system to store, secure, and make accessible digital certifications, transcripts, and other data.

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Best Practices for Onboarding Individuals and Organizations to an SLDS Program
Best Practices for Onboarding Individuals and Organizations to an SLDS Program
March 2021
Best Practices for Onboarding Individuals and Organizations to an SLDS Program

Onboarding new members presents an opportunity for the SLDS team to reflect on the SLDS program as a whole and identify needed enhancements in resources, process, structure, and outputs. This guide explains key aspects of the onboarding process, questions that should be addressed in the onboarding process and as best practices to ensure a smooth transition as new members and organizations are added to the SLDS program.

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ESSA Financial Data Visualizations
ESSA Financial Data Visualizations
December 2020
ESSA Financial Data Visualizations

Federal requirements such as the Every Student Succeeds Act (ESSA), which mandates that states and districts release public report cards with school-by-school per pupil expenditures, as well as growing interest from stakeholders, have led many states to invest in financial data reports and tools. Access to these data allows education stakeholders to explore the relationship between school spending and student outcomes, spending equity among schools and districts, and spending across the state. State education agencies in Delaware, Illinois, and Rhode Island have developed data visualizations to ensure that every stakeholder can understand and interpret ESSA report card data. Representatives from these agencies discuss their approaches to creating their data visualizations, challenges and solutions encountered along the way, and upcoming changes to the report cards and visualizations.

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Early Childhood Data Governance in Action: Initial Steps to Establish Data Governance
Early Childhood Data Governance in Action: Initial Steps to Establish Data Governance
December 2020
Early Childhood Data Governance in Action: Initial Steps to Establish Data Governance

This brief describes the initial, concrete steps to establish data governance for an early childhood integrated data system (ECIDS). It is intended to support states beginning the process of developing their ECIDS data governance programs. This brief builds on the information in SLDS Issue Brief: Early Childhood Data Governance in Action: An Introduction.

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Integrating Health and Education Data to Improve Educators’ Support of Students
Integrating Health and Education Data to Improve Educators’ Support of Students
December 2020
Integrating Health and Education Data to Improve Educators’ Support of Students

Many factors affect how well students learn in the classroom, including student health and wellbeing at school and beyond. This spotlight explores the Hawai‘i State Department of Education’s work to incorporate student health data into its SLDS alongside indicators of students’ academic performance to give educators a fuller picture of students’ needs and outcomes.

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Target Team

Target Team documents provides content that focuses on engaging stakeholders, data use, and sustainability within an SLDS context.

Total Cost of Ownership: An Important Piece of Any Sustainability Plan
Total Cost of Ownership: An Important Piece of Any Sustainability Plan
April 2014
Total Cost of Ownership: An Important Piece of Any Sustainability Plan

As with any development of education data systems, it is important to know and articulate what is needed for the ongoing support and maintenance of the data system, and to have the capacity to make needed modifications and enhancements to ensure its long-term usefulness and relevance. To do this, a total cost of ownership (TCO) must be defined. States need to consider not only how to quantify TCO, but also how to use this information to market the SLDS as a whole.

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 Total Cost of Ownership: An Important Piece of Any Sustainability Plan (40.3 KB)

Best Practices Briefs

Best Practice Guides provide lessons learned and targeted strategies to help states overcome common obstacles to creating a high-quality SLDS.

P-20W+ Data Governance, Updated
P-20W+ Data Governance, Updated
February 2017
P-20W+ Data Governance, Updated

Data governance is necessary for creating clear roles and responsibilities for each member of any project team. This SLDS Best Practices Brief provides an overview of data governance and discusses the effective practices of states with experience in P-20W+ data governance.

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Technical and Business Documentation for an SLDS
Technical and Business Documentation for an SLDS
January 2015
Technical and Business Documentation for an SLDS

Technical and business documentation provide a vital record of the purpose, design, use, and practices related to a statewide longitudinal data system (SLDS). Each SLDS team will approach documentation differently depending on the needs of its system, but there are many documents common to information technology and data-related projects that can help ensure effective implementation, ongoing maintenance, and sustainability of an SLDS. This publication provides an overview of documentation processes and deliverables frequently used for SLDSs.

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 Technical and Business Documentation for an SLDS (671 KB)

Elevator Speeches
Elevator Speeches
September 2013
Elevator Speeches

Whether states are in the planning stages, in the throes of dashboard design, or wrapping up their SLDS grant, it is important to keep in mind the objectives behind the work. This Best Practices Brief discusses the exercise of developing an "elevator speech" to explain SLDS projects to high-level, non-technical decisionmakers and policymakers. It includes state examples of elevator speeches created at a meeting of FY12 SLDS grantees in May 2013.

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 Elevator Speeches (964 KB)

Spotlights

SLDS Spotlights highlight a one or several state’s achievements, products, and topics related to SLDS.

State Approaches to SLDS Branding
State Approaches to SLDS Branding
September 2021
State Approaches to SLDS Branding

For SLDSs, branding can help raise awareness and recognition of the system and its role in informing the state’s education and workforce programs. This brief highlights the approaches that several states have taken to branding their SLDSs and the benefits and challenges they found in the branding process.

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Student Wallets: Sharing Digital Certificates and Transcripts
Student Wallets: Sharing Digital Certificates and Transcripts
April 2021
Student Wallets: Sharing Digital Certificates and Transcripts

This spotlight explores the North Dakota Information Technology Department’s use of blockchain technology to create a student wallet system to store, secure, and make accessible digital certifications, transcripts, and other data.

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Integrating Health and Education Data to Improve Educators’ Support of Students
Integrating Health and Education Data to Improve Educators’ Support of Students
December 2020
Integrating Health and Education Data to Improve Educators’ Support of Students

Many factors affect how well students learn in the classroom, including student health and wellbeing at school and beyond. This spotlight explores the Hawai‘i State Department of Education’s work to incorporate student health data into its SLDS alongside indicators of students’ academic performance to give educators a fuller picture of students’ needs and outcomes.

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Accessing SLDS Data: Innovative Solutions to State-Specific Security Controls
Accessing SLDS Data: Innovative Solutions to State-Specific Security Controls
March 2020
Accessing SLDS Data: Innovative Solutions to State-Specific Security Controls

This spotlight highlights two states, California and Louisiana, with laws that strongly regulate data access. It describes how their state education agencies have adapted their data management and data use procedures to comply with state requirements while continuing to meet their reporting and operational needs.

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Incorporating Early Childhood Into the P-20W+ Research Agenda
Incorporating Early Childhood Into the P-20W+ Research Agenda
December 2019
Incorporating Early Childhood Into the P-20W+ Research Agenda

Research agendas help state agencies and data system teams identify and prioritize the questions they want to answer using integrated data. This spotlight describes how early childhood data and policy questions can be included in P-20W+ research agendas to help states measure the impact of early childhood programs and services. It highlights the work of two states—Utah and Mississippi—to identify and conduct research that traces the effects of early childhood programs into K12 education and beyond.

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Data Visualization for Data Use
Data Visualization for Data Use
June 2018
Data Visualization for Data Use

As stakeholders of SLDSs become more adept at using data in their work and for decisionmaking, SLDS programs in many states are expanding and evaluating their use of data visualization to continue to meet their users’ demands for information. This spotlight examines the data visualization tools and processes used by SLDS programs in Michigan, Maryland, and Hawai‘i.

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State Approaches to Understanding and Improving High School Graduation Rates
State Approaches to Understanding and Improving High School Graduation Rates
May 2018
State Approaches to Understanding and Improving High School Graduation Rates

In Hawai‘i and Illinois, SLDS teams are developing tools to help educators identify and address challenges facing high school students and keep them on track toward graduation, especially in the ninth grade. Their tools are designed to point educators toward interventions for students at risk of dropping out and, over time, to help evaluate and improve those interventions to help students succeed.

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Using the SLDS for ED<em>Facts</em> Reporting
Using the SLDS for EDFacts Reporting
December 2017
Using the SLDS for ED<em>Facts</em> Reporting

Submitting data required for federal reporting like EDFacts is an important responsibility for state and local education agencies. This brief spotlights four states that are using their SLDSs and additional tools to complete EDFacts reporting requirements. Kansas, Michigan, Nebraska, and Nevada are taking different approaches to using their SLDSs to support their federal reporting processes and improving the quality of their data.

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Texas’s Education Research Centers
Texas’s Education Research Centers
May 2017
Texas’s Education Research Centers

In Texas, Education Research Centers (ERCs) offer researchers access to the state’s education and employment data that span nearly 30 years. Located at three universities across the state, ERCs provide researchers with individual-level longitudinal data. Researchers can use the data to explore questions about the state’s education system and outcomes and to inform education and workforce policy.

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Guides

Guides provide in-depth knowledge about an SLDS-related topic, and include strategies, advice, and tips from states.

SLDS Record Retention and Data Destruction
SLDS Record Retention and Data Destruction
May 2021
SLDS Record Retention and Data Destruction

This guide discusses considerations that SLDS programs should make when crafting record retention and data destruction policies. It also covers common challenges related to record retention and data destruction that policies should address.

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Best Practices for SLDS Project Management
Best Practices for SLDS Project Management
April 2021
Best Practices for SLDS Project Management

This guide examines several challenges that SLDS project teams face in the areas of human and organizational capacity, project administration, communications and engagement, and vendor management. It offers solutions from state SLDS project teams for navigating those challenges.

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CEDS Data Warehouse Expansion Project
CEDS Data Warehouse Expansion Project
April 2021
CEDS Data Warehouse Expansion Project

Through the CEDS Data Warehouse Expansion Project, state SLDS teams work together to plan and build the CEDS Data Warehouse model. The result will be a collection of use cases, architecture, code, and data reports that SLDS programs nationwide can adapt to their own systems. Learn more about the project and how to get involved.

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Best Practices for Onboarding Individuals and Organizations to an SLDS Program
Best Practices for Onboarding Individuals and Organizations to an SLDS Program
March 2021
Best Practices for Onboarding Individuals and Organizations to an SLDS Program

Onboarding new members presents an opportunity for the SLDS team to reflect on the SLDS program as a whole and identify needed enhancements in resources, process, structure, and outputs. This guide explains key aspects of the onboarding process, questions that should be addressed in the onboarding process and as best practices to ensure a smooth transition as new members and organizations are added to the SLDS program.

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CEDS Data Warehouse Project Plan Templates
CEDS Data Warehouse Project Plan Templates
October 2020
CEDS Data Warehouse Project Plan Templates

The Common Education Data Standards (CEDS) Data Warehouse is an open source model for storing P-20W+ (early childhood through workforce) data for a variety of uses. These templates provide example project plans for organizations implementing the CEDS Data Warehouse. The planning phase template and the development phase template cover tasks related to their respective stages in the CEDS Data Warehouse implementation process.

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CEDS Data Warehouse Use Case Implementation Process
CEDS Data Warehouse Use Case Implementation Process
August 2020
CEDS Data Warehouse Use Case Implementation Process

Built on CEDS’s standardized schema of data element names and definitions, the CEDS Data Warehouse allows states to integrate data from source systems in numerous state and local agencies and programs. This guide outlines the process for operationalizing a CEDS Data Warehouse that integrates and manages data from state agency data systems in a standardized format to meet the state’s reporting and research needs.

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Master Data Management: An Overview
Master Data Management: An Overview
July 2020
Master Data Management: An Overview

As states and schools increasingly use data to improve outcomes and drive decisionmaking, they turn to statewide longitudinal data systems (SLDSs) to store, manage, and use data. However, as more data continue to come into systems, efforts must be made to ensure that records are properly matched and linked and that the SLDS continues to produce high-quality data. To improve efficiency, some states are exploring master data management (MDM) principles. This guide explains MDM and offers perspectives from two states—North Dakota and New Jersey—on implementing MDM with their SLDSs.

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Requirements Traceability Matrix
Requirements Traceability Matrix
June 2020
Requirements Traceability Matrix

This guide describes the purpose and structure of a requirements traceability matrix (RTM) in relation to SLDS projects and how project managers use and maintain them. It includes an RTM template that SLDS teams can customize and use for their own data system projects.

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Cloud Computing Needs Assessment
Cloud Computing Needs Assessment
June 2020
Cloud Computing Needs Assessment

Many state agencies are eager to explore opportunities to support their data systems with cloud computing and to determine their needs and priorities for implementing cloud technology. This guide outlines how agencies can conduct a cloud computing needs assessment and questions to be answered during the needs assessment.

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How to Prepare and Use District Financial Reports
How to Prepare and Use District Financial Reports
December 2019
How to Prepare and Use District Financial Reports

The federal Every Student Succeeds Act (ESSA) made the collection and use of school finance data a priority for all states with its requirement that per-pupil expenditure data be included on public report cards. This guide describes some of the challenges and implications of new federal reporting requirements on states’ approaches to using school finance data. It also highlights the approaches that two states, Massachusetts and Illinois, have taken to developing district-level financial reports that meet federal requirements as well as state needs.

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Developing Effective Data Policies and Processes
Developing Effective Data Policies and Processes
December 2019
Developing Effective Data Policies and Processes

This guide describes the differences between data policies and processes, their role in data governance, and common content areas for policies and processes. It also outlines steps for developing strong data policies and for implementing them effectively.

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SLDS Sustainability Planning Guide, Updated
SLDS Sustainability Planning Guide, Updated
November 2019
SLDS Sustainability Planning Guide, Updated

Producing a sustainable SLDS is not a start-and-finish endeavor. There will always be more work to do to ensure that the system remains current and relevant. The SLDS Sustainability Planning Guide offers practical suggestions and resources for each step in the process of maintaining a sustainable SLDS.

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School Readiness Reporting Guide: Guidelines and Tools for Creating and Using School Readiness Reports
School Readiness Reporting Guide: Guidelines and Tools for Creating and Using School Readiness Reports
December 2018
School Readiness Reporting Guide: Guidelines and Tools for Creating and Using School Readiness Reports

School readiness traditionally includes several factors that, when combined, indicate how prepared a child is to enter kindergarten and to succeed in school. These factors include the child’s early math skills; language and pre-literacy skills; cognitive abilities (including problem solving and reasoning); social, emotional, and behavioral development; and health and physical development. This School Readiness Reporting Guide offers an overview of the types of data frequently included in school readiness reports, provides suggestions for including school- and community-level data elements in those reports, and demonstrates how those data can be presented to inform key audiences.

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SLDS Data Analysis Tip Sheet
SLDS Data Analysis Tip Sheet
November 2018
SLDS Data Analysis Tip Sheet

For SLDS data analyses to be useful for leaders and policymakers, they must be designed soundly and presented in ways that align with users’ information needs. This document offers tips for planning, conducting, and sharing education data analyses that can inform policy decisions and allow stakeholders to take action.

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Single-Agency Data Governance: Roles and Responsibilities
Single-Agency Data Governance: Roles and Responsibilities
July 2018
Single-Agency Data Governance: Roles and Responsibilities

Data governance includes establishing representative governing bodies that are responsible for developing and implementing data policies and processes. This publication describes the roles and responsibilities involved in a single-agency data governance program.

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Interagency Data Governance: Roles and Responsibilities
Interagency Data Governance: Roles and Responsibilities
July 2018
Interagency Data Governance: Roles and Responsibilities

Data governance includes establishing representative governing bodies that are responsible for developing and implementing data policies and processes. This publication describes the roles and responsibilities involved in an interagency data governance program.

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Vendor Management: Roles and Responsibilities
Vendor Management: Roles and Responsibilities
July 2018
Vendor Management: Roles and Responsibilities

Managing vendors and contracted services for an SLDS requires a team effort and is a combination of project and relationship management. Project teams that work with vendors will take on a number of roles to ensure that the collaboration is successful and that project objectives are met. This guide describes the scope of vendor management activities an organization will undertake. It also identifies the management roles and responsibilities that personnel within the organization will assume once a vendor or contractor is selected.

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Before Engaging Vendors: Critical Success Factors
Before Engaging Vendors: Critical Success Factors
May 2018
Before Engaging Vendors: Critical Success Factors

Critical success factors are the characteristics of an organization, its resources, and its project management approaches that affect whether or not the organization’s projects reach their intended goals. Having the critical success factors in place before initiating a project can help determine how prepared the organization is to undertake the project, lay the groundwork for engaging with vendors, and reduce risk. This guide introduces the nine critical success factors and describes strategies that organizations building SLDSs can take to strengthen each factor as they embark on new projects.

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Community Profiles: Getting Started
Community Profiles: Getting Started
December 2017
Community Profiles: Getting Started

Many states use—or are planning to use—community profiles to provide information to the public and interested stakeholders about early childhood programs and services in specific geographic areas. This guide offers an overview of the types of data frequently included in early childhood community profiles and how those data can be presented to inform key audiences. It also introduces the CEDS Early Childhood Profiles Connection, which contains data elements and analysis recommendations for creating an early childhood community profile.

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Promoting Your SLDS Through Effective Communication: A Primer
Promoting Your SLDS Through Effective Communication: A Primer
December 2017
Promoting Your SLDS Through Effective Communication: A Primer

This guide helps SLDS teams develop messages about and communicate the benefits of an SLDS for stakeholders. It offers basic tips on developing simple, low-cost, effective communications regarding the SLDS. It also helps prompt important conversations and work among state education agency staff to help deliver SLDS messages to the right audiences.

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Developing a Process for Managing Research Requests
Developing a Process for Managing Research Requests
December 2017
Developing a Process for Managing Research Requests

This guide offers information for SLDS teams and their partner agencies about establishing an appropriate process for making data available for education research. It describes how to implement a research request process based on best practices. Appendices include sample forms, letters, and documents that agencies can customize to set up a new research request process or to enhance an existing process.

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SLDS Data Use Standards: Master Standards for Data Leads
SLDS Data Use Standards: Master Standards for Data Leads
November 2016
SLDS Data Use Standards: Master Standards for Data Leads

The SLDS Data Use Standards are a detailed set of essential standards required by educators to effectively use data to inform instructional and programmatic decisions. The master standards highlight the absolutely essential subset of standards that different educator roles need to know to use data effectively. This publication is the second of three resources describing how different educator roles can apply the Data Use Standards to their work. It contains the master standards for school and district data leads with examples showing how data leads can apply the standards in their work.

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SLDS Data Use Standards: Master Standards for School and District Leadership
SLDS Data Use Standards: Master Standards for School and District Leadership
November 2016
SLDS Data Use Standards: Master Standards for School and District Leadership

The SLDS Data Use Standards are a detailed set of essential standards required by educators to effectively use data to inform instructional and programmatic decisions. The master standards highlight the absolutely essential subset of standards that different educator roles need to know to use data effectively. This publication is the third of three resources describing how different educator roles can apply the Data Use Standards to their work. It contains the master standards for school and district leadership with examples showing how they can apply the standards in their work.

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SLDS Data Use Standards: Master Standards for Teachers
SLDS Data Use Standards: Master Standards for Teachers
July 2016
SLDS Data Use Standards: Master Standards for Teachers

The SLDS Data Use Standards are a detailed set of essential standards required by educators to effectively use data to inform instructional and programmatic decisions. The Master Standards for Teachers highlights the absolutely essential subset of standards that teachers need to know and includes examples showing how teachers can apply the standards in their work.

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SLDS Glossary
SLDS Glossary
July 2015
SLDS Glossary

The SLDS Glossary defines common terms related to statewide longitudinal data systems, data use, and privacy.

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SLDS Data Use Standards: Standards in Practice
SLDS Data Use Standards: Standards in Practice
July 2015
SLDS Data Use Standards: Standards in Practice

This resource contains three case studies that illustrate the essential knowledge, skills, and professional behaviors necessary to use data effectively being applied by educators in real-world settings. It is a companion publication to SLDS Data Use Standards: Knowledge, Skills, and Professional Behaviors for Effective Data Use.

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SLDS Data Use Standards: Knowledge, Skills, and Professional Behaviors for Effective Data Use
SLDS Data Use Standards: Knowledge, Skills, and Professional Behaviors for Effective Data Use
July 2015
SLDS Data Use Standards: Knowledge, Skills, and Professional Behaviors for Effective Data Use

As state and local education agencies increasingly focus on serving educators with their data systems, many face the common challenge of identifying the critical knowledge, skills, and professional behaviors needed by teachers and administrators to use data effectively. This publication aims to provide a common foundation to inform and help states develop data literacy and data use training activities for educators. A companion publication, SLDS Data Use Standards: Standards in Practice, illustrates how educators can apply the standards in real-life situations.

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Issue Briefs

Issue Briefs explore a range of issues related to the effective use of longitudinal education data for research.

SLDS Issue Brief: Vendor Management Tips
SLDS Issue Brief: Vendor Management Tips
May 2021
SLDS Issue Brief: Vendor Management Tips

Most state education agencies use vendors in support of their education data projects. While what works in one state may not work in another, there are some key tips for developing RFPs, engaging with vendors, and managing vendor work that can increase the likelihood of producing a cost-effective, high-quality SLDS.

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Tips for Successful Monitoring Calls
Tips for Successful Monitoring Calls
May 2021
Tips for Successful Monitoring Calls

This brief offers advice for state project leaders when planning for, conducting, and following up after monthly SLDS Grant Program monitoring calls. It also includes practices and recommendations from project leaders in Pennsylvania and Wisconsin for using monitoring calls to support the goals of their SLDS work.

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Data Quality: Striking a Balance
Data Quality: Striking a Balance
April 2021
Data Quality: Striking a Balance

Data quality is essential to developing stakeholder trust in and use of an SLDS. However, achieving perfect data quality is not realistic, given finite resources and time. This publication describes attributes of data quality and strategies for improving it.

View publication

ESSA Financial Data Visualizations
ESSA Financial Data Visualizations
December 2020
ESSA Financial Data Visualizations

Federal requirements such as the Every Student Succeeds Act (ESSA), which mandates that states and districts release public report cards with school-by-school per pupil expenditures, as well as growing interest from stakeholders, have led many states to invest in financial data reports and tools. Access to these data allows education stakeholders to explore the relationship between school spending and student outcomes, spending equity among schools and districts, and spending across the state. State education agencies in Delaware, Illinois, and Rhode Island have developed data visualizations to ensure that every stakeholder can understand and interpret ESSA report card data. Representatives from these agencies discuss their approaches to creating their data visualizations, challenges and solutions encountered along the way, and upcoming changes to the report cards and visualizations.

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Early Childhood Data Governance in Action: Initial Steps to Establish Data Governance
Early Childhood Data Governance in Action: Initial Steps to Establish Data Governance
December 2020
Early Childhood Data Governance in Action: Initial Steps to Establish Data Governance

This brief describes the initial, concrete steps to establish data governance for an early childhood integrated data system (ECIDS). It is intended to support states beginning the process of developing their ECIDS data governance programs. This brief builds on the information in SLDS Issue Brief: Early Childhood Data Governance in Action: An Introduction.

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Early Childhood Data Governance in Action: An Introduction
Early Childhood Data Governance in Action: An Introduction
October 2020
Early Childhood Data Governance in Action: An Introduction

Data governance provides a means to establish a common vision for early childhood data use in a state, with key policy and program decisions supporting that vision. This introduction defines data governance for an early childhood integrated data system, identifies who should be involved in a data governance program, and describes their roles and responsibilities.

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Interagency Data Linking and Common Identifiers
Interagency Data Linking and Common Identifiers
June 2020
Interagency Data Linking and Common Identifiers

This brief offers best practices and strategies from several states related to setting goals for cross-agency data sharing, identifying requirements from data sharing partners, establishing technical solutions and processes to link data in a P-20W+ SLDS, and collaboratively governing interagency data collections.

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Data Governance and IT: Tips for Communicating About Education Data Requirements
Data Governance and IT: Tips for Communicating About Education Data Requirements
June 2020
Data Governance and IT: Tips for Communicating About Education Data Requirements

Successful education data systems depend on developing a comprehensive set of requirements covering how the system will be constructed, managed, and used. This brief provides guidance for data governance and IT teams on communicating effectively about the requirements for education data systems and tools, including relevant content, standards, protections, and use.

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SLDS IRB Requirements
SLDS IRB Requirements
May 2020
SLDS IRB Requirements

In order to ensure that federally funded work related to statewide longitudinal data systems (SLDSs) adequately protects the privacy and wellbeing of the individuals whose data they contain, the U.S. Department of Education (ED) requires states to have their SLDS grant-funded projects undergo the same processes as other research grants to determine whether they require an institutional review board (IRB) approval. This publication describes ED’s IRB requirement for SLDS grantees and offers expert perspectives and tips for states approaching the IRB review process.

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Best Practices for the Design and Implementation of Data Privacy and Security Programs
Best Practices for the Design and Implementation of Data Privacy and Security Programs
March 2020
Best Practices for the Design and Implementation of Data Privacy and Security Programs

To protect student and district data, SLDSs must develop robust privacy and security programs. This brief offers an overview of key concepts and content to be covered in privacy and security plans for state SLDS agencies as well as methods of developing and implementing these plans. It draws on best practices identified by the Privacy Technical Assistance Center (PTAC) and includes examples of privacy and security plans from Wisconsin and Kentucky.

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How to Engage and Train Stakeholders Regarding Privacy and Security Best Practices
How to Engage and Train Stakeholders Regarding Privacy and Security Best Practices
January 2020
How to Engage and Train Stakeholders Regarding Privacy and Security Best Practices

Investing in proper training can help SLDS programs address security threats proactively and substantially reduce the risk of data breaches and misuse of their systems. This brief offers an overview of key concepts and content to be covered in privacy and security training for state education agencies as well as methods of delivering that content to stakeholders.

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Effective Uses of Data to Gain Support for an SLDS
Effective Uses of Data to Gain Support for an SLDS
December 2019
Effective Uses of Data to Gain Support for an SLDS

Demonstrating the value of SLDS data through effective data use—including reports, data tools, and research—can be a powerful way to gain ongoing support for an SLDS. This brief draws on the experiences of several state SLDS programs to identify common challenges to sustaining SLDSs as well as strategies for using data effectively to secure long-term support.

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Measuring and Documenting ROI
Measuring and Documenting ROI
December 2019
Measuring and Documenting ROI

Demonstrating the value of SLDS data in decisionmaking helps garner buy-in from key stakeholders such as legislators, state agencies, and educators. To maintain and increase support for the SLDS, it is necessary to show that the knowledge gained from longitudinal data is worth the significant investment of time, money, and resources required to maintain a data system. Measuring and documenting return on investment (ROI) is a helpful way for states to communicate the value of the SLDS to stakeholders. Representatives from Georgia, Massachusetts, and Michigan discuss measuring and documenting ROI, as well as the many forms SLDS ROI can take.

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Implementing and Evaluating Data Use Training Programs for Educators
Implementing and Evaluating Data Use Training Programs for Educators
November 2019
Implementing and Evaluating Data Use Training Programs for Educators

Statewide longitudinal data systems (SLDSs) support state programs and inform policy and instructional decisions by providing high-quality, longitudinal data from multiple sectors, including education, workforce, and social services. To achieve this purpose, SLDS teams must provide role-specific data use training in a format that responds to stakeholders' needs.

This brief describes how two states, Hawai‘i and Wisconsin, have evaluated and improved data use training programs to ensure that educators have the knowledge, skills, and professional behaviors to effectively use SLDS data to inform instruction.

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Engaging Research Groups in Using SLDS Data
Engaging Research Groups in Using SLDS Data
October 2019
Engaging Research Groups in Using SLDS Data

By partnering with researchers outside their host agencies, SLDS programs can expand their analytical capacity, extend their expertise, encourage research in specific areas, increase the use and impact of SLDS data to inform education practice, and promote the SLDS through multiple channels. This brief describes how state SLDS programs can find and build rewarding partnerships with external research groups.

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Bringing Early Childhood and K12 Together
Bringing Early Childhood and K12 Together
September 2019
Bringing Early Childhood and K12 Together

Although early childhood data can provide critical information on children entering K12 education as well as help evaluate outcomes of early childhood services when connected to K12 data, data from these two sectors often are kept siloed. Two states demonstrate their linked data systems and offer strategies and solutions for states interested in bringing early childhood and K12 data together.

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State Approaches to Curating and Disseminating Curricular Support Materials
State Approaches to Curating and Disseminating Curricular Support Materials
September 2019
State Approaches to Curating and Disseminating Curricular Support Materials

Educators rely on high-quality, impactful curricular support and instructional materials to help their students meet learning objectives. Even with the wealth of resources available from education agencies, vendors, and the Internet, it can be difficult to find effective materials. This brief describes two states’ approaches to identifying and sharing instructional materials that can support their teachers and students.

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Answering Key Questions With an Early Childhood Integrated Data System, Updated
Answering Key Questions With an Early Childhood Integrated Data System, Updated
August 2019
Answering Key Questions With an Early Childhood Integrated Data System, Updated

In order to build useful early childhood integrated data systems (ECIDSs), states must start with a vision for how they would like the system to be used and, more specifically, a list of essential questions to be answered using the data. This brief offers examples of key early childhood policy questions and outlines why those questions are needed, how to create them, and who should be involved in developing questions that will guide ECIDSs.

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Modeling Occupational Pathways to Inform State Workforce Supply and Demand
Modeling Occupational Pathways to Inform State Workforce Supply and Demand
July 2019
Modeling Occupational Pathways to Inform State Workforce Supply and Demand

Minnesota’s Statewide Longitudinal Education Data System (SLEDS) combines information from state education and workforce agencies with national data to better understand Minnesota’s labor market. This brief describes the tools that Minnesota has developed to trace the occupational pathways of its citizens and how educators, workforce trainers, policymakers, and the public can use this information.

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SLDS Issue Brief: Data Stories for the Data Curious
SLDS Issue Brief: Data Stories for the Data Curious
July 2019
SLDS Issue Brief: Data Stories for the Data Curious

Statewide longitudinal data systems provide information critical for informing policy, benchmarking student performance, and supporting other valuable initiatives integral to education. The data in them are usually rich and complex, but not all stakeholders are able to engage with those data equally. Data stories, which provide key findings in an attractive, contextualized format useful for sharing and decision-making, are one avenue that states can use to engage busy stakeholders. Representatives from Minnesota describe the creation of the MN Kids Explorer data tool and their first data story.

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Addressing Teacher Labor and Teacher Quality Questions
Addressing Teacher Labor and Teacher Quality Questions
December 2018
Addressing Teacher Labor and Teacher Quality Questions

Many states have started to combine data from local and state staff information systems as well as postsecondary educator preparation programs to gain greater insight into the qualifications and placement of their teachers. This brief describes three of the most common questions about teacher labor markets that state education agencies seek to answer with SLDS data. It also provides examples of how states are gathering, reporting, and using teacher labor market information.

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Centralized vs. Federated: System Models for P-20W+ Data Systems
Centralized vs. Federated: System Models for P-20W+ Data Systems
November 2018
Centralized vs. Federated: System Models for P-20W+ Data Systems

States have approached the challenge of maintaining and providing secure access to data linked across organizations through two predominate data models, each with its own challenges and advantages. This issue brief describes how federated and centralized models bring together data from agencies across a state’s P-20W+ environment and make those data useful for and accessible to education stakeholders.

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Helping Teachers Make Effective Use of Dashboards and Reports to Inform Instruction: Three States
Helping Teachers Make Effective Use of Dashboards and Reports to Inform Instruction: Three States' Approaches
November 2018
Helping Teachers Make Effective Use of Dashboards and Reports to Inform Instruction: Three States

Statewide longitudinal data systems (SLDSs) support state programs and inform policy decisions by providing high-quality, longitudinal data from multiple sectors, including education, workforce, and social services. To achieve this purpose, SLDS teams must deliver data in a format that stakeholders can understand and will want to use. SLDS teams also must provide support to ensure that educators have the capacity to understand and use the data appropriately. This brief describes how three states have improved educator-focused data dashboards and reports to ensure that educators have the knowledge, skills, and support to effectively use SLDS data to inform instruction.

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Massachusetts Resource Allocation and District Action Reports (RADAR)
Massachusetts Resource Allocation and District Action Reports (RADAR)
October 2018
Massachusetts Resource Allocation and District Action Reports (RADAR)

The Massachusetts Department of Elementary and Secondary Education (DESE) created a new set of reports for district administrators that draw on the state’s long-standing collection of historical financial data. This brief describes how DESE developed its Resource Allocation and District Action Reports, the impact the reports are having on district- and school-level funding decisions, and how the state plans to expand its financial reporting to meet new federal requirements and provide greater transparency around education spending.

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Structuring Data for Cross-Sector Longitudinal Reporting
Structuring Data for Cross-Sector Longitudinal Reporting
May 2018
Structuring Data for Cross-Sector Longitudinal Reporting

SLDSs support state programs and inform policy decisions by providing high-quality, longitudinal data that cross multiple sectors of education, workforce, and social services. To achieve this purpose, SLDS teams must solve the challenge of delivering cross-sector longitudinal data from their data systems in a form that stakeholders can use. This brief describes how two states, Hawai‘i and Washington, have developed products and processes to provide cross-sector longitudinal data to inform research and policy decisions.

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The Troubled Project Review Process
The Troubled Project Review Process
February 2018
The Troubled Project Review Process

Complex projects like SLDSs are often identified as “troubled” when there are extensive scope changes, the schedule is no longer meeting the deadlines defined in the project plan, or costs have increased beyond the planned budget. This brief outlines the steps that state SLDS teams can take to identify and address issues and get troubled projects back on track.

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Communicating the Value of Data Governance
Communicating the Value of Data Governance
December 2017
Communicating the Value of Data Governance

Data governance is foundational to a sustainable statewide longitudinal data system (SLDS). When programs and organizations understand how data governance benefits their programs and organizations, they are more likely to participate in and provide ongoing support for the data governance program. This issue brief discusses common benefits that programs and organizations can gain from participating in data governance and how SLDS teams can define the value based on those benefits. It also covers how to craft messages that communicate the value and keep those messages relevant and central to the state’s work.

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Preparing for an SLDS Security Audit
Preparing for an SLDS Security Audit
December 2017
Preparing for an SLDS Security Audit

Agencies that manage SLDSs may be subject to audits from state or federal inspectors to determine whether they are taking appropriate security and privacy measures to protect the data in their systems. This brief provides general information about audit processes and guidance to help SLDS agencies prepare for an audit. It identifies common issues that emerge from SLDS audits and offers steps that agencies can take to respond to audit findings.

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State Communications Plans
State Communications Plans
December 2017
State Communications Plans

Formal communications plans help state SLDS teams increase the impact of their data work and keep key stakeholders engaged with the data system. This brief describes important considerations and steps toward developing a communications plan. It also highlights how SLDS teams in Hawaii, Kentucky, and Minnesota have created and used communications plans.

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Securing Your SLDS
Securing Your SLDS
November 2017
Securing Your SLDS

As the collection and use of education data continue to grow, so do the chances for those data to be lost, inappropriately accessed, or stolen. This brief describes common threats to the security of education data systems, steps that education agencies should take to minimize the risk of a data breach, and strategies for addressing the effectiveness of data security measures.

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Using ECIDS Data to Support Continuous Quality Improvement
Using ECIDS Data to Support Continuous Quality Improvement
November 2017
Using ECIDS Data to Support Continuous Quality Improvement

Continuous quality improvement (CQI) is a practice that early childhood decisionmakers can use to improve outcomes for young children and their families. Data products developed from early childhood integrated data systems (ECIDSs) are important tools for engaging in an effective continuous quality improvement (CQI) process. This brief will discuss how ECIDS reports and products can inform CQI and how ECIDS staff can help ensure that decisionmakers are aware of ECIDS data, including what data are available and how to use them for CQI in early childhood.

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SLDS Uses of CEDS: Planning and Building
SLDS Uses of CEDS: Planning and Building
October 2017
SLDS Uses of CEDS: Planning and Building

The Common Education Data Standards (CEDS) initiative and its associated tools can assist SLDS programs with a variety of efforts throughout the lifecycle of their data systems. This publication spotlights how one state—Mississippi—leverages CEDS and its tools to support SLDS planning and building.

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SLDS Issue Brief: Engaging Stakeholders to Expand Data Use in Support of P-20W+ Strategies
SLDS Issue Brief: Engaging Stakeholders to Expand Data Use in Support of P-20W+ Strategies
September 2017
SLDS Issue Brief: Engaging Stakeholders to Expand Data Use in Support of P-20W+ Strategies

Engaging stakeholders to expand data use in a P-20W+ (early childhood through workforce) statewide longitudinal data system (SLDS) helps to inform decisionmaking around data. Input from stakeholders should be considered when developing or refining a state’s SLDS strategy. This issue brief discusses the benefits of engaging stakeholders, strategies for engagement, and tips from Ohio and Mississippi, which have successfully engaged stakeholders in their P-20W+ strategies.

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SLDS Issue Brief: Maryland
SLDS Issue Brief: Maryland's Synthetic Data Project
August 2017
SLDS Issue Brief: Maryland

The Maryland Longitudinal Data System Center (MLDS Center) is investigating the use of a synthetic data method to increase the amount of rigorous policy research conducted with MLDS data while protecting confidential individual data. The method would allow policy analysts and researchers to use synthetic data without going through the lengthy approval process required to use confidential data. In addition to increasing access to MLDS data and the data’s impact on policy and practice, the project could be a model for states seeking to protect confidential data while encouraging statewide longitudinal data system (SLDS) use for research, training, and evaluation.

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SLDS Uses of CEDS: Implementing and Governing
SLDS Uses of CEDS: Implementing and Governing
June 2017
SLDS Uses of CEDS: Implementing and Governing

The Common Education Data Standards (CEDS) initiative and its associated tools can assist SLDS programs with a variety of efforts throughout the lifecycle of their data systems. This publication spotlights how one state—Michigan—leverages CEDS and its tools to support SLDS implementation and data governance.

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Effective Reporting on Research and Evaluation Findings from the SLDS
Effective Reporting on Research and Evaluation Findings from the SLDS
June 2017
Effective Reporting on Research and Evaluation Findings from the SLDS

This issue brief is intended to help states and territories develop strategies for effective reporting and use of information from internal and external evaluation and research findings that use the statewide longitudinal data system (SLDS). States can use this framework to conduct effective research and evaluation projects. The brief also offers guidance for communicating results to stakeholders and using research and evaluation projects to support SLDS sustainability.

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Strategies for Addressing Changes That Impact the SLDS
Strategies for Addressing Changes That Impact the SLDS
May 2017
Strategies for Addressing Changes That Impact the SLDS

SLDS programs will face numerous changes over time. This brief offers approaches to determining the likely impact of changes to SLDS plans and operations and developing strategies to minimize disruptions to SLDS work. It describes resources that can help SLDS programs navigate challenges posed by these changes. It also provides examples of possible strategies to address common changes that affect SLDS programs.

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Considerations for Selecting Dynamic Reporting Tools
Considerations for Selecting Dynamic Reporting Tools
April 2017
Considerations for Selecting Dynamic Reporting Tools

Dynamic reporting tools allow users to interact with data in real time to answer questions that are specific to their needs. This brief explores what dynamic reporting tools are and how they can help both SLDS managers and users share and benefit from data. It also covers considerations for deciding which tool or tools to implement, and it features examples of states that are using dynamic reporting tools to engage a variety of audiences.

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Forming Research Partnerships with State and Local Education Agencies, Updated
Forming Research Partnerships with State and Local Education Agencies, Updated
January 2017
Forming Research Partnerships with State and Local Education Agencies, Updated

Statewide longitudinal data systems (SLDSs) can provide state and local education agencies (SEAs and LEAs) with a wealth of research data. Historically, education agency expertise and resources were primarily focused on preparing state and federal reports and conducting analyses for state government, local school boards, and other stakeholders. However, SEAs and LEAs also value broader education research findings that result from the combined expertise of agency staff and interdisciplinary education researchers. This issue brief draws on discussions with SEA and LEA staff and applied researchers to share helpful advice on forming effective partnerships.

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State Approaches to College and Career Transitions
State Approaches to College and Career Transitions
November 2016
State Approaches to College and Career Transitions

Linking college and workforce data through a statewide longitudinal data system (SLDS) can help states develop effective policies and provide resources to achieve their college, workforce, and economic development goals. This issue brief describes P-20W+ (early childhood through workforce) systems and the types of data to consider collecting for a P-20W+ system. It considers the national landscape behind the push to include college and workforce data in SLDSs. It also explores the value of communicating college and workforce data and offers state examples and recommendations for sharing information; funding sources; working with vendors; communicating with stakeholders; and solving data matching problems.

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Best Practices for Calculating Employment and Earnings Metrics
Best Practices for Calculating Employment and Earnings Metrics
November 2016
Best Practices for Calculating Employment and Earnings Metrics

Employment and earnings metrics can be used to evaluate the impact of different education and training programs so that states can allocate resources to programs effectively and so that citizens can make informed decisions to advance their careers. This brief describes several frequently used employment metrics, the data elements they require, and how they are calculated. It is the second in a series of publications focused on the collection and use of workforce data for SLDS work.

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Helping Educators Use Data to Support Instruction
Helping Educators Use Data to Support Instruction
November 2016
Helping Educators Use Data to Support Instruction

One goal of SLDSs is to provide quality information to support student learning and help educators improve instruction in the classroom and in other areas of students’ educational experience. This brief covers strategies to identify educators’ highest priority data needs to support instruction, involve educators in developing and vetting data products on an ongoing basis, and ensure that educators have the capacity to use data appropriately and effectively.

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Implementing a Research Agenda
Implementing a Research Agenda
November 2016
Implementing a Research Agenda

Research agendas help SLDS teams and their states align SLDS work with state strategic goals and policy priorities, plan and prioritize research projects, and respond to data requests from researchers. This brief describes key steps and considerations for communicating and carrying out a research agenda that an SLDS can support.

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Sources and Linking Strategies for Employment Data
Sources and Linking Strategies for Employment Data
July 2016
Sources and Linking Strategies for Employment Data

As the demand to connect education and employment data grows, states are navigating the challenges of locating essential data across a number of sources as well as establishing agreements and technical processes. This brief describes common sources of workforce data and processes states use to link data across education and workforce programs.

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Strategies for Data System Sustainability
Strategies for Data System Sustainability
June 2016
Strategies for Data System Sustainability

States can face many obstacles to sustaining statewide longitudinal data systems (SLDSs) after initial funding sources have run out and start-up project goals have been met. This brief presents three scenarios inspired by challenges encountered by many states as they work to maintain and enhance their data systems over time. For each scenario, the brief identifies root causes of the situation, strategies to address the situation and sustain the data system, and recommendations for avoiding similar circumstances in the future.

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Establishing and Maintaining Effective Project Meetings
Establishing and Maintaining Effective Project Meetings
June 2016
Establishing and Maintaining Effective Project Meetings

Setting standards and procedures for effective meetings at the beginning of a statewide longitudinal data system (SLDS) project helps the project to run efficiently. A well-run meeting facilitates communication and decisionmaking, and it helps set expectations. It can also be a time to identify project risks and discuss mitigation strategies. This brief offers guidelines that will help SLDS teams establish and maintain effective meetings.

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Considerations for Collecting New Data Elements
Considerations for Collecting New Data Elements
June 2016
Considerations for Collecting New Data Elements

States may decide to include new types of data in their statewide longitudinal data systems (SLDSs) for a variety of reasons, including new reporting requirements or state policy priorities. This brief provides a checklist of important steps and considerations for teams to address when adding and using new data in their data systems.

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Strategies for Handling
Strategies for Handling 'Opt Out'
March 2016
Strategies for Handling

In response to data security concerns, many states are considering ways to allow individuals to remove their personal information from certain statewide data collections or data products. These "opt out" regulations—and the variety of data-related activities they can cover—present challenges for statewide longitudinal data system (SLDS) teams, who need to ensure that personal data are collected and used appropriately. This brief provides an overview of the data collections and data uses that are often part of opt-out measures. It also examines strategies that states are developing to handle opt-out preferences in their SLDSs and ensure that data are properly managed.

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Developing a Robust Research Agenda that the SLDS Can Support
Developing a Robust Research Agenda that the SLDS Can Support
March 2016
Developing a Robust Research Agenda that the SLDS Can Support

As states with statewide longitudinal data systems (SLDSs) receive more data requests from researchers, developing a research agenda can help states strategically manage data requests to best support their policy goals and the data system’s objectives. A research agenda is a plan that focuses on issues and ideas that are of greatest current interest or need. This brief provides a step-by-step process for developing or improving a research agenda that the SLDS can support.

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A Primer on Distinct Count of Children
A Primer on Distinct Count of Children
November 2015
A Primer on Distinct Count of Children

Knowing how many distinct children have been served by one or more early childhood programs and/or services is a foundational metric for a host of early childhood policy and programmatic analyses. This document defines "Distinct Count" and describes the factors contributing to a distinct count.

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Making the Connection Between Head Start and ECIDS: Navigating the Vendors
Making the Connection Between Head Start and ECIDS: Navigating the Vendors
August 2015
Making the Connection Between Head Start and ECIDS: Navigating the Vendors

Head Start is one of the most comprehensive early childhood programs offering services to children and families. Head Start grantees often contract with multiple information technology vendors for data-related services, which can make obtaining Head Start data for early childhood integrated data systems (ECIDSs) challenging. This brief provides tips for how state ECIDS project teams can partner with Head Start grantees to obtain data from vendors.

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Communicating Early Childhood Integrated Data System (ECIDS) Design: Developing Presentation and Conceptual Diagrams
Communicating Early Childhood Integrated Data System (ECIDS) Design: Developing Presentation and Conceptual Diagrams
July 2015
Communicating Early Childhood Integrated Data System (ECIDS) Design: Developing Presentation and Conceptual Diagrams

System design is the means by which the operational needs of data contributors and intended users are translated into a technical infrastructure that will meet those needs. One effective way of communicating the design of an early childhood integrated data system (ECIDS) is through a system design diagram, which provides a graphical representation of the data system so that audiences can visualize it more easily. This brief presents two types of diagrams that can be used for communicating a state’s ECIDS design: a presentation diagram and a conceptual diagram.

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Danger Signs: How to Recognize Potential Problems in Vendor Management
Danger Signs: How to Recognize Potential Problems in Vendor Management
January 2015
Danger Signs: How to Recognize Potential Problems in Vendor Management

For states building and maintaining a statewide longitudinal data system (SLDS), the process of choosing a vendor for the project can be a long and challenging one. Replacing a vendor once a project has begun may require a large number of resources—most notably money and time. However, recognizing possible problems with the vendor early on may make it possible to mitigate the problems before the relationship sours and the desired outcomes are imperiled. At an SLDS Grant Program-sponsored meeting in January 2015, states identified several common danger signs that signal that a vendor intervention is needed.

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Vendor Management: Dos and Don
Vendor Management: Dos and Don'ts
January 2015
Vendor Management: Dos and Don

Most state education agencies use vendors in support of their education data projects. While what works in one state may not work in another, there are some key 'dos and don'ts' for developing requests for proposals, engaging with vendors, and managing vendor work that may increase the likelihood of producing a cost-effective, high-quality statewide longitudinal data system.

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 Vendor Management: Dos and Don'ts (210 KB)

What is an Early Childhood Integrated Data System?
What is an Early Childhood Integrated Data System?
March 2014
What is an Early Childhood Integrated Data System?

An Early Childhood Integrated Data System (ECIDS) collects, integrates, maintains, stores, and reports information from early childhood programs across multiple agencies within a state that serve children and families from birth to age eight. This document describes whom an ECIDS serves, what the purpose is, and how an ECIDS is connected to an SLDS system.

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State Data Use Cases

Kentucky
Kentucky
May 2019
Kentucky

These use cases highlight Kentucky's work in the SLDS priority areas of College & Career and Evaluation & Research. Kentucky’s Future Skills Report allows Kentuckians at all levels of data expertise to examine past, present, and future supply and demands needs in Kentucky’s Workforce. In the area of Evaluation & Research, the Postsecondary Feedback Report is enabling institutions and policymakers evaluate whether Kentucky graduates are meeting the state’s employment needs.

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Minnesota
Minnesota
March 2019
Minnesota

These use cases highlight Minnesota's work in the SLDS priority areas of Early Learning and College & Career. Minnesota's Early Childhood Longitudinal Data System offers data about students' school performance through 12th grade that early childhood programs can share publicly with multiple audiences. In the area of College & Career, new outcomes data are helping Minnesota leaders and educators study students’ education and employment decisions in a variety of economic conditions.

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Wisconsin
Wisconsin
November 2018
Wisconsin

These use cases highlight Wisconsin's work in the SLDS priority areas of Evaluation & Research and Instructional Support. In the area of Evaluation & Research, Wisconsin is examining the predictive power of data to give educators a fuller and more nuanced understanding of how poverty affects student outcomes. In the area of Instructional Support, Wisconsin's SmartTeach app lets teachers collect, view, and use classroom data to support personalized instruction.

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Hawai
Hawai'i
October 2018
Hawai

These use cases highlight Hawai'i's work in the SLDS priority areas of College & Career and Instructional Support. In the area of College & Career, Hawai'i has boosted the number of incoming students passing college-level math courses by placing them according to their high school academic performance rather than traditional placement tests. In the Instructional Support priority area, Hawai'i's On Track Dashboard lets K12 educators spend less time identifying struggling students and more time supporting those students toward graduation.

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