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|NFES 2021058||Forum Guide to Attendance, Participation, and Engagement Data in Virtual and Hybrid Learning Models
The Forum Guide to Attendance, Participation, and Engagement Data in Virtual and Hybrid Learning Models was developed as a companion publication to the 2018 Forum Guide to Collecting and Using Attendance Data, drawing upon the information included in that resource and incorporating lessons learned by state and local education agencies (SEAs and LEAs) during the coronavirus disease (COVID-19) pandemic. The information is intended to assist agencies in responding to the current need for these data, as well as future scenarios, such as courses with blended/hybrid learning models or natural disaster situations in which extended virtual education is required.
|NFES 2021023||School Courses for the Exchange of Data (SCED) Uses and Benefits
The School Courses for the Exchange of Data (SCED) Uses and Benefits publication was developed to provide a brief overview of SCED, highlight the research application and benefits of SCED to users, and illustrate SCED uses with case studies. SCED is a voluntary, common classification system for prior-to-secondary and secondary school courses. It can be used to compare course information, maintain longitudinal data about student coursework, and efficiently exchange coursetaking records. SCED is a free resource intended for federal, state, and local education agencies.
|NFES 2020137||Forum Guide to Cybersecurity: Safeguarding Your Data
The Forum Guide to Cybersecurity: Safeguarding Your Data provides timely and useful best practice information to help education agencies proactively prepare for, appropriately mitigate, and responsibly recover from a cybersecurity incident. It provides recommendations to help protect agency systems and data before, during, and after a cybersecurity incident and features case studies from state and local education agencies.
|NFES 2020083||Forum Guide to Data Governance
The Forum Guide to Data Governance highlights the multiple ways that data governance programs can benefit education agencies. It addresses the management, collection, use, and communication of education data; the development of effective and clearly defined data systems and policies to handle the complexity and necessary protection of data; and the continuous monitoring and decisionmaking needed in a regularly shifting data landscape. The Guide also features 12 case studies from state and local education agencies that have implemented effective data governance programs.
|NFES 2019163||Forum Guide to Planning for, Collecting, and Managing Data About Students Displaced by a Crisis
The Forum Guide to Planning for, Collecting, and Managing Data About Students Displaced by a Crisis provides timely and useful best practice information for collecting and managing data about students who have temporarily or permanently enrolled in another educational setting because of a crisis. This guide updates the information included in the 2010 publication Crisis Data Management: A Forum Guide to Collecting and Managing Data about Displaced Students; highlights best practices that education agencies can adopt before, during, and after a crisis; and features case studies and real-world examples from agencies that have either experienced a crisis or received students who were displaced by a crisis.
|NFES 2017168||Forum Guide to Reporting Civil Rights Data
The Forum Guide to Reporting Civil Rights Data presents a variety of effective methods through which local education agencies (LEAs) report civil rights data to the U.S. Department of Education’s Office for Civil Rights. In addition, the guide provides examples of how state education agencies can voluntarily help their LEAs with Civil Rights Data Collection (CRDC) reporting. The guide includes an overview of the CRDC, a discussion of the challenges and opportunities in reporting civil rights data, an explanation of the CRDC reporting process, and case studies that examine how specific education agencies report civil rights data.
|NFES 2017007||The Forum Guide to Collecting and Using Attendance Data
The Forum Guide to Collecting and Using Attendance Data is designed to help state and local education agency staff improve their attendance data practices – the collection, reporting, and use of attendance data to improve student and school outcomes. The guide offers best practice suggestions and features real-life examples of how attendance data have been used by education agencies. The guide includes a set of voluntary attendance codes that can be used to compare attendance data across schools, districts, and states. The guide also features tip sheets for a wide range of education agency staff who work with attendance data.
|REL 2017274||The Critical Importance of Costs for Education Decisions
This brief provides guidance to decision makers in schools, districts, state education departments, and intermediary organizations about ways that cost analyses can help inform their decisions about program choices, budgets, and strategies. It addresses questions about: (1) why cost information matters in education; (2) what cost metrics are available to inform decision making; (3) how cost analyses can inform decision making; (4) what resources exist to help calculate the costs of education programs; and (5) what types and uses of cost analysis are available for decision making. Finally, the brief discusses the purposes, advantages, disadvantages, and possible applications for four types of cost analyses.
|NFES 2017016||Forum Guide to Data Visualization: A Resource for Education Agencies
The purpose of this publication is to recommend data visualization practices that will help education agencies communicate data meaning in visual formats that are accessible, accurate, and actionable for a wide range of education stakeholders. Although this resource is designed for staff in education agencies, many of the visualization principles apply to other fields as well.
|NFES 2016096||Forum Guide to Education Data Privacy
The Forum Guide to Education Data Privacy was developed as a resource for state and local education agencies (SEAs and LEAs) to use in assisting school staff in protecting the confidentiality of student data in instructional and administrative practices. SEAs and LEAs may also find the guide useful in developing privacy programs and related professional development programs.
|NCSER 2015002||The Role of Effect Size in Conducting, Interpreting, and Summarizing Single-Case Research
The field of education is increasingly committed to adopting evidence-based practices. Although randomized experimental designs provide strong evidence of the causal effects of interventions, they are not always feasible. For example, depending upon the research question, it may be difficult for researchers to find the number of children necessary for such research designs (e.g., to answer questions about impacts for children with low-incidence disabilities). A type of experimental design that is well suited for such low-incidence populations is the single-case design (SCD). These designs involve observations of a single case (e.g., a child or a classroom) over time in the absence and presence of an experimenter-controlled treatment manipulation to determine whether the outcome is systematically related to the treatment.
Research using SCD is often omitted from reviews of whether evidence-based practices work because there has not been a common metric to gauge effects as there is in group design research. To address this issue, the National Center for Education Research (NCER) and National Center for Special Education Research (NCSER) commissioned a paper by leading experts in methodology and SCD. Authors William Shadish, Larry Hedges, Robert Horner, and Samuel Odom contend that the best way to ensure that SCD research is accessible and informs policy decisions is to use good standardized effect size measures—indices that put results on a scale with the same meaning across studies—for statistical analyses. Included in this paper are the authors' recommendations for how SCD researchers can calculate and report on standardized between-case effect sizes, the way in these effect sizes can be used for various audiences (including policymakers) to interpret findings, and how they can be used across studies to summarize the evidence base for education practices.
|REL 2014052||Forming a Team to Ensure High-Quality Measurement in Education Studies
This brief provides tips for forming a team of staff and consultants with the needed expertise to make key measurement decisions that will ensure high-quality data for answering the study’s research questions. The brief outlines the main responsibilities of measurement team members. It also describes typical measurement tasks and discusses how the measurement team members can work together to complete the measurement tasks successfully.
|NCER 2013PUBS||National Center for Education Research Publication Handbook: Publications from funded education research grants FY 2002 to FY 2013 November
Since its inception in 2002, the National Center for Education Research (NCER) in the Institute of Education Sciences (IES) has funded over 700 education research grants and over 60 education training grants. The research grants have supported have supported exploratory research to build theory or generate hypotheses on factors that may affect educational outcomes, development and innovation research to create or refine academic interventions, evaluation studies to test the efficacy and effectiveness of interventions, and measurement work to help develop more accurate and valid assessments, and the training grants have helped prepare the next generation of education researchers. NCER‘s education research grantees have focused on the needs of a wide range of students, from pre-kindergarten through postsecondary and adult education, and have tackled a variety of topic areas. The portfolio of research includes cognition, social and behavioral research, math, science, reading, writing, school systems and policies, teacher quality, statistical and research methods, just to name a few.
Each year, our grantees are contributing to the wealth of knowledge across disciplines. What follows is a listing of the publications that these grants have contributed along with a full listing of all the projects funded through NCER's education research grant programs from 2002 to 2013. The publications are presented according to the topic area and arranged by the year that the grant was awarded. Where applicable, we have noted related grant projects and project websites and have provided links to publications that are listed in the IES ERIC database. For grants that do not yet have associated publications in press or published, we include the word Publications as a placeholder to denote where future publications will occur during updates to this document.
|NFES 2013802||Forum Guide to the Teacher-Student Data Link: A Technical Implementation
This publication is a practical guide for implementing a teacher-student data link (TSDL) that supports a range of uses at the local, regional, and state levels. The guide addresses the considerations for linking teacher and student data from multiple perspectives, including governance, policies, data components, business rules, system requirements, and practices. It provides references to promising practices for high quality data linkages, including TSDLspecific processes such as roster verification and the establishment of the Teacher of Record. The information and opinions published here are those of the Forum and do not necessarily represent the policy or views of the U.S. Department of Education or NCES.
|NFES 2013801||Forum Guide to Taking Action with Education Data
The Forum Guide to Taking Action with Education Data provides stakeholders with practical information about the knowledge, skills, and abilities needed to more effectively access, interpret, and use education data to inform action. The document includes an overview of the evolving nature of data use, basic data use concepts, and a list of skills necessary for effectively using data. The Guide recommends a question-driven approach to data use, in which the following questions can help guide readers who need to use data to take action: What do I want to know? What data might be relevant? How will I access relevant data? What skills and tools do I need to analyze the data? What do the data tell me? What are my conclusions? What will I do? What effects did my actions have? and what are my next steps? The Briefs that accompany the Introduction are written for three key education audiences: Educators, School and District Leaders, and State Program Staff.
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