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|NCES 2023055||Overview of the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017): Technical Report
This technical report provides general information about the study and the data files and technical documentation that are available. Information was collected from students, their parents or guardians, their teachers, and their school administrators. The data collection included direct and indirect assessments of middle grades students’ mathematics, reading, and executive function, as well as indirect assessments of socioemotional development in 2018 and again in 2020. MGLS:2017 field staff provided additional information about the school environment through an observational checklist.
|NFES 2023026||Forum Guide to State Education Agency Support for Local Education Agencies in Civil Rights Data Reporting
The Forum Guide to State Education Agency Support for Local Education Agencies in Civil Rights Data Reporting presents a variety of effective methods through which state education agencies (SEAs) can support their local education agencies (LEAs) in reporting civil rights data to the U.S. Department of Education’s Office for Civil Rights. In addition, the guide provides several detailed case studies from states that currently support their LEA reporting.
|NFES 2022132||Using Education Indicators: A Forum Guide for State and Local Education Agencies
This guide was developed to provide timely and useful information on education indicators, how their collection and use have changed over time, and how agencies use them strategically. Since the publication of the 2005 document Forum Guide to Education Indicators (https://nces.ed.gov/forum/pub_2005802.asp), many advancements in education have impacted indicators, including changes to data systems (such as improved longitudinal data systems), federal data collections and accountability systems, legislation, mandatory public reporting, privacy protections, and data security. This new guide highlights best practices for using indicators, adjustments over time to the collection and use of indicators, shifts in types of relevant indicators, and what possibilities local and state education agencies see for the effective use of indicators in the future.
|NCEE 2022004||Sharing Study Data: A Guide for Education Researchers
Open science envisions that researchers will make their study data available to other investigators to facilitate research transparency and accelerate the development of knowledge. This guide describes key issues that education researchers should consider when deciding which study data to share, how to organize the data, what documentation to include, and where to share their final dataset. The guide also provides strategies for addressing related challenges and includes links to other resources, a checklist aligned to each section, and appendices that contain templates and samples.
|NFES 2021110||Forum Guide to Metadata
The Forum Guide to Metadata presents and examines the ways in which metadata can be used by education agencies to improve data quality and promote a better understanding of education data. Supported by metadata-related case studies from state and local education agencies, the guide highlights the uses of metadata from a technical point of view, as well as the perspectives of data management, data reporting and use, and data privacy and security. The guide further discusses how to plan and successfully implement a metadata system in an education setting and provides examples of standard metadata items and definitions to assist agencies with standardization.
|NFES 2021094||Forum Guide to Staff Records
The Forum Guide to Staff Records was developed to help education agencies effectively collect and manage staff data; protect the privacy of staff data; and ensure that requests for data access and data releases are managed appropriately. The guide builds on information from the 2000 publication, Privacy Issues in Education Staff Records: Guidelines for Education Agencies and reflects how agencies have responded to changes in staff data over time. It includes a discussion of types of staff records, updated best practices for data collection and management, and case studies from state and local education agencies.
|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 2021013|| Forum Guide to Strategies for Education Data Collection and Reporting (SEDCAR)
The Forum Guide to Strategies for Education Data Collection and Reporting (SEDCAR) was created to provide timely and useful best practices for education agencies that are interested in designing and implementing a strategy for data collection and reporting, focusing on these as key elements of the larger data process. It builds upon the Standards for Education Data Collection and Reporting (published by the Forum in 1991) and reflects the vast increase over the past three decades in the number of compulsory and/or continual data collections conducted by education agencies. This new resource is designed to be relevant to the state and local education agencies (SEAs and LEAs) of today, in which data are regularly collected for multiple purposes, and data collection and recording may be conducted by many different individuals within an agency.
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