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Concurrent Session I Presentations

Wednesday, February 23, 2011
10:15 - 11:15

I–A: Massachusetts' Approach to the Student/Teacher Connection

Helene Bettencourt, Robert Curtin, and Maryann Donie; Massachusetts Department of Elementary and Secondary Education

    In October 2010, Massachusetts launched a new system to collect the information required to connect existing student and educator information. This session will review the collection process, data quality points, and lessons learned, along with a series of new data warehouse reports available for local education agencies.

I–B: Texas School Finance Reports

Belinda Dyer, Al McKenzie, and David Cohen; Texas Education Agency

    This presentation will review the variety of methods used to present Texas school finance data. Texas school finance data is provided to customers as spreadsheets, web reports, business intelligence reports, and data files to meet the needs of a wide range of customers. Customers for Texas school finance data include government agencies, education organizations, legislators, parents, and students.

I–C: The Power of PreK—the Power of PreK Data

David Weinberger and Linda Kristian, Yonkers Public Schools (New York)

    Students who attend all-day PreK in Yonkers Public Schools have an unambiguous and lasting academic advantage. When compared to students who did not attend all-day PreK, these students' English and math test scores, as well as high school graduation rates, are significantly higher. This presentation will look at English language arts and math performance data across subgroups for grades 3–8 and annual high school graduation rates. Pre-kindergarten enrollment data sets dating back to 1989–90 are matched with performance and graduation data sets beginning in 1998–99 through 2008–09. Policy implications made possible by these data and analyses will be explored.

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I–D: Bridging the P-20 Divide Through Colocation

Joshua Klein and Dion Baird, Oregon Department of Education

    In August 2010, the Oregon Department of Education moved its data center into a state-of-the-art facility operated by the Oregon State University Open Source Laboratory in Corvallis. The move was funded through a P-20 Statewide Longitudinal Data Systems grant. This colocation puts Oregon K–12 and higher education systems onto the same network and offers a new range of options to facilitate the integration of P-20 data. The director and manager of the project will share their story and provide key insights into large-scale data center relocation, server virtualization, and high-speed networking using Cisco technology.

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I–E: Building a Comprehensive Data Set on Every Teacher: The NCES Teacher Compensation Survey

Stephen Cornman, National Center for Education Statistics
Terri Kennerly, U.S. Census Bureau

    National data on teachers are limited to periodic sample surveys or to simple counts at the district or school level. In response to the need for individual teacher-level data, NCES developed the Teacher Compensation Survey (TCS), an administrative records survey that collects total compensation, teacher status, and demographic data about individual teachers from multiple states. In 2007, NCES launched the pilot TCS data collection, with seven states volunteering to provide administrative records for school year (SY) 2005–06. The TCS expanded to 17 states reporting SY 2006–07 data, 18 states reporting SY 2007–08 data, and 23 states reporting SY 2008–09 data. It is anticipated that up to 35 states will volunteer to participate in the TCS from 2011 to 2013. This session provides an overview of the TCS data collection; a comparison of state administrative records with other sources of data; data availability; and quality, limitations, and advantages of the TCS. This session also discusses the uses of data, including findings and descriptive statistics. This session is intended for states considering joining the survey, participating states, researchers, and the general public.

I–F: Mobility and Identification—Solving the Interstate Problem

Kathy Gosa, Kansas Department of Education
Tom Ogle, Missouri Department of Elementary and Secondary Education
Jim Addy, Iowa Department of Education
Chris Cassel, Nebraska Department of Education

    Last year in Phoenix, Arizona, four states participated in a panel discussion on how state education agencies are dealing with the ability to share data on students and teachers within and between states across all levels of education. The foundation of this data sharing is the unique identification of each person across time and location. Join us as Iowa, Kansas, Missouri, and Nebraska provide an update on their continued progress in addressing the challenges of identifying and analyzing data on a person across time, location, state, role, and system. These capabilities are essential to accurately understanding important measures, such as drop-outs (and false drop-outs), and, more importantly, to using information to more effectively support the education of students who move both within and across borders.

I–G: Weaving Innovative Instructional Strategies and Data Into Mathematics and Science (WIISDMS)

Karl Ronacher and Whitcomb Johnstone, Irving Independent School District (Texas)

    Weaving Innovative Instructional Strategies and Data Into Mathematics and Science (WIISDMS) is a stipend and staff development program for district secondary math and science teachers. This evaluation study compared math and science assessment performance of students exposed to WIISDMS stipend teachers with a group of students not exposed to WIISDMS stipend teachers. Students taught by WIISDMS-trained teachers outperformed students taught by non-WIISDMS teachers, although the effect size was not large.

I–H: EDFacts and ED Updates for State Education Agency Data Leaders

Ross Santy, U.S. Department of Education

    This session will discuss the status of the consolidation of the federal collections of elementary and secondary education data from the states, the impact of the U.S. Department of Education's regulations for the mandatory collection of specific elementary and secondary education data, and the lessons learned by the EDFacts team during the past year while working with the states to transmit quality education data between the states and the U.S. Department of Education. This overview will also describe the use of EDFacts as the primary federal source of elementary and secondary education data.

I–I: National Education Data Model (NEDM) 3.0

Hugh Walkup, U.S. Department of Education

    National Education Data Model (NEDM) 3.0 was released in October 2010. It identifies data needed to answer the original Forum questions that started the NEDM quest. It also contains many new reports and updated tables. State and local education agency representatives will discuss how they are using the NEDM.