Search Results: (1-15 of 30 records)
|NFES 2017017||Forum Guide to Collecting and Using Disaggregated Data on Racial/Ethnic subgroups
The Forum Guide to Collecting and Using Disaggregated Data on Racial/Ethnic Subgroups discusses strategies for collecting data on more detailed racial/ethnic subgroups than the seven categories used in federal reporting. This guide is intended to help state and district personnel learn more about data disaggregation in the field of education, decide whether this effort might be appropriate for them, and, if so, how to implement or continue a data disaggregation project. Access to and analysis of more detailed—that is, disaggregated—data can be a useful tool for improving educational outcomes for small groups of students who otherwise would not be distinguishable in the aggregated data used for federal reporting. Disaggregating student data can help schools and communities plan appropriate programs, decide which interventions to select, use limited resources where they are needed most, and see important trends in educational outcomes and achievement.
|NFES 2012808||The Forum Guide to Facilities Information Management: A Resource for State and Local Education Agencies
This guide builds on a 2003 Forum publication, Facilities Information Management: A Guide for State and Local Education Agencies. The data elements presented in this guide are described in greater detail in the NCES Handbooks Online at http://nces.ed.gov/programs/handbook. They have been refined and expanded to meet the latest needs of facilities managers, policymakers, and other stakeholders interested in the condition of public school buildings and grounds. In particular, data elements were added or updated to support changing expectations for sustainable design and management; community use, co-location, and joint use; and budget and finance associated with private financing for public charter school facilities. In addition, the first three levels of data reflect standards from the UNIFORMAT classifications system to create a better linkage between school district facility data and information classifications in the construction industry.
|NCES 2011802||Traveling Through Time: The Forum Guide to Longitudinal Data Systems Book IV: Advanced LDS Usage
This document, Book Four of Four: Advanced LDS Usage, is the fourth and final installment of this Forum series of guides on longitudinal data systems (LDS). One goal of the Forum is to improve the quality of education data gathered for use by policymakers and program decisionmakers. An approach to furthering this goal has been to pool the collective experiences of Forum members to produce “best practice” guides in areas of high interest to those who collect, maintain, and use data about elementary and secondary education. Developing LDSs is one of those high-interest areas. These systems hold promise for enhancing both the way education agencies use data to serve students and the way they do business, from the policy level to the school office and into the classroom.
|NFES 2011807||Forum Guide to Ensuring Equal Access to Education Websites—
Introduction to Electronic Information Accessibility Standards
This guide is designed for use by information technology administrators, data specialists, and program staff responsible for the “content” in data reports, as well as education leaders (e.g., administrators who prioritize tasks for technical and data staff), and other stakeholders who have an interest in seeing that our schools, school districts, and state education agencies operate in an effective and equitable manner for all constituents, regardless of disability status. It is intended to raise awareness in nontechnical audiences and suggest best practices for complying with Section 508 goals at an operational level in schools, school districts, and state education agencies. It is not intended to recreate technical resources that already exist to facilitate Section 508 compliance.
|NFES 2011806||Forum Guide to Crime, Violence, and Discipline Incident Data
This Forum guide is designed for use by school, district, and state staff to improve the effectiveness of efforts to collect and use disciplinary incident data, including reporting accurate and timely incident data to the federal government. It provides recommendations on what types of data to collect, why it is critical to collect such data, and how to implement and manage an incident database.
|NFES 2011805||Traveling Through Time: The Forum Guide to Longitudinal Data Systems Book III: Effectively Managing LDS Data
This document, Book Three of Four: Effectively Managing LDS Data, is the third installment of this Forum series of guides on longitudinal data systems (LDS). One goal of the Forum is to improve the quality of education data gathered for use by policymakers and program decisionmakers. An approach to furthering this goal has been to pool the collective experiences of Forum members to produce “best practice” guides in areas of high interest to those who collect, maintain, and use data about elementary and secondary education. Developing LDSs is one of those high-interest areas. These systems hold promise for enhancing both the way education agencies use data to serve students and the way they do business, from the policy level to the school office and into the classroom.
|NFES 2011804||Traveling Through Time: The Forum Guide to Longitudinal Data Systems Book II: Planning and Developing an LDS
This book, Planning and Developing an LDS, is the second in a four-part series about longitudinal data systems (LDS). The first book, What is an LDS?, focused on the fundamental questions of what an LDS is (and what it is not), what steps should be taken to achieve a sound system, what components make up an ideal system, and why such a system is of value in education. The present installment discusses the early stages of LDS development, and will help state and local education agencies through the process of determining what they want to accomplish with their LDS and what they will need in order to achieve these goals. The organization’s vision for an LDS should be heavily informed by the needs of a broad range of stakeholders. Throughout the systems development life cycle, policymakers and system developers need to engage in self-assessment, identifying the system they have before figuring out what type of system they want. Policymakers’ requirements should be driven by the needs of the education community, the costs involved given the legacy system and staff, and the institutional support for the project. Planners should ensure project sustainability by creating interest and sustained buy-in, and by securing long-term funding. Procurement planning must be done, that is, lining up a vendor or building the staffing capacity to construct the system. In addition, having the right developers may not be enough: an informed commitment to building, using, and maintaining the LDS must permeate the organization to ensure long-term success. And, throughout the life of the system, thorough evaluation must be done on a regular basis to ensure continued data quality and user satisfaction.
|NFES 2011801||Prior-to-Secondary School Course Classification System:
School Codes for the Exchange of Data (SCED)
The Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data (SCED) developed a taxonomy for assigning standard codes to elementary and middle school courses. This taxonomy is intended to make it easier for school districts and states to maintain longitudinal student records electronically, and to transmit course taking information from one student information system to another, from one school district to another, and from a school district to a state department of education.
|NFES 2010805||Traveling Through Time: The Forum Guide to Longitudinal Data Systems Book I: What is an LDS?
This first book in the guide series focuses on the fundamental questions of what an LDS is (and what it is not), what steps should be taken to achieve a sound system, what components make up an ideal system, and why such a system is of value in education. Chapter 1 introduces this guide series, discussing its purpose, format, and intended audience. Chapter 2 covers some LDS basics, defining the concept of a "longitudinal data system" and laying out key nontechnical steps to planning and developing a successful system. Chapter 3 presents the technical components that generally comprise an LDS, as well as some additional features that may enhance the system. Chapter 4 addresses some common misconceptions regarding longitudinal data systems. Chapter 5 discusses the overarching benefits of an LDS.
|NFES 2010801||The Forum Guide to Data Ethics
Each and every day, educators collect and use data about students, staff, and schools. Some of these data originate in individual student and staff records that are confidential or otherwise sensitive. And even those data that are a matter of public record, such as aggregate school enrollment, need to be accessed, presented, and used in an ethically responsible manner. While laws set the legal parameters that govern data use, ethics establish fundamental principles of "right and wrong" that are critical to the appropriate management and use of education data in the technology age. This guide reflects the experience and judgment of experienced data managers; while there is no mandate to follow these principles, the authors hope that the contents will prove a useful reference to others in their work.
This guide contains:
|NFES 2010804||Crisis Data Management: A Forum Guide to Collecting and Managing Data About Displaced Students
The Crisis Data Management: A Forum guide to Collecting and Managing Data about Displaced Students provides guidelines that can be used by elementary and secondary education agencies to establish policies and procedures for collecting and managing education data before, during, and after a crisis.
|NPEC 2010831REV||Information Required to Be Disclosed Under the Higher Education Act of 1965: Suggestions for Dissemination
This report is the output of a National Postsecondary Education Cooperative (NPEC) Working Group on the Higher Education Opportunity Act of 2008 (HEOA).The purpose of the document is to help colleges and universities successfully identify and meet their obligation to disclose information as required under the Higher Education Act of 1965 (HEA), as amended by the HEOA. It includes suggestions to help institutions make the HEA-required disclosure information more accessible and understandable to consumers and more comparable across institutions. A summary of HEA institutional disclosure requirements and a list of HEA-required disclosures by the required methods of dissemination are also included.
This publication was updated November 2009.
|NFES 2009805||Forum Guide to Metadata
The Meaning Behind Education Data
The Forum Guide to Metadata empowers people to more effectively use data as information. This guide includes definition of metadata; why metadata are critical to the development of sound education systems; what components comprise a metadata system; what value metadata bring to data management and use; and how to implement and use a metadata system in an education organization.
|NFES 2009804||Every School Day Counts. The Forum Guide to Collecting and Using Attendance Data
This Forum guide offers best practice suggestions on collecting and using student attendance data to improve performance. It includes a standard set of codes to make attendance data comparable across districts and states. There are real-life examples of how attendance information has been used by school districts.
|NFES 2008802||Managing an Identity Crisis: Forum Guide to Implementing New Federal Race and Ethnicity Categories
This Guide provides information about the 1997 standards and suggestions about how to implement them at the state and school district level. It covers developing policies and procedures, communicating with staff and the public, re-identification, and coding, storing, reporting, and bridging data.
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