Jared Knowles, Wisconsin Department of Public Instruction
Todd Kawakita, Harvard Graduate School of Education
Nicole Wagner, Los Angeles Unified School District (California)
Housed at the Center for Education Policy Research at Harvard University, the Strategic Data Project (SDP) partners with school districts, charter school networks, and state education agencies to bring high-quality research methods and data analysis to bear on strategic management and policy decisions. Our mission is to transform the use of data in education to improve student achievement. During this session, participants will understand how to conduct rigorous analytics in the areas of college-going success and human capital with existing data. Participants will hear from data strategists on the ground using the SDP Toolkit to perform rigorous analytics at the district and state level.
Deborah Carran and Sara Hooks, Johns Hopkins University, School of Education
Stacey Dammann, York College of Pennsylvania
Jacqueline Nunn, Johns Hopkins University, Center for Technology in Education
Part C services provided under the Individuals with Disabilities Education Act (IDEA) for young children with special needs are intended to prevent, reduce, or ameliorate the long-term impact of developmental delays and disabilities. Only recently have states' longitudinal data systems permitted the linkage of data silos to track children across programs to determine the K–3 impact of Part C services. A historical cohort study tracked 58,839 children from one mid-Atlantic state in grade three during 2011–12, back to kindergarten (2008–09), and then back to Part C programs (exited in 2006–07). This study was designed to examine who the children were who received early intervening services for a cohort in 2006–07, what their educational placement was by grade three (2010–11), and how the Part C cohort was performing on high-stakes assessments compared to their peers. This session will discuss this study's findings.
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Ross Santy, U.S. Department of Education
Bill Huennekens, Washington State Office of Superintendent of Public Instruction
Levette Williams, Georgia Department of Education
The Common Education Data Standards (CEDS) Connect tool presents an opportunity for any state, district, or other user of educational data to document the ways in which specific elements are used for a specific use case. One potential use case is the reporting of aggregate statistics to the U.S. Department of Education (ED) through EDFacts, which every state education agency is required to do. This session will provide an overview of work currently being done within ED to document each EDFacts Data Group as a connection within the CEDS Connect tool. These connections can become the starting point for an improved national conversation and dialogue about how these aggregate statistics are actually calculated and reported from existing data on students, teachers, or schools. The session also will cover the work being started by several state education agencies to map their source systems and reporting processes in order to take advantage of the EDFacts Connections when published by ED.
Robin Taylor, SLDS State Support Team
Domenico Parisi, National Strategic Planning and Analysis Research Center (nSPARC) at Mississippi State University
Learn about a district that is building a district-wide data system to integrate data and the operations for collecting, reporting, and analyzing data. After investigating "off-the-shelf" data warehouse/ reporting/analyzing tools, we determined none would meet our needs. We decided to build our own longitudinal data warehouse and leverage a popular emerging technology to combine data access with Web 2.0 collaboration and communication tools. We are integrating many district-level data silos and even more school/program-based silos and making the data available through a SharePoint 2010 user interface. The system is designed to accommodate 50,000 users.
Elizabeth Dabney, Data Quality Campaign
Bob Swiggum, Georgia Department of Education
Are states able to use data effectively to improve student achievement? Data Quality Campaign (DQC) annually surveys states to chart their progress toward implementing the DQC's "10 State Actions to Ensure Effective Data Use" and toward addressing other key policy issues. In this session, DQC will present an overview of the 2012 survey results, and the Georgia Department of Education will provide one state's perspective on taking such steps as providing teachers access to their students' longitudinal data. DQC will also discuss both the movement from focusing on building data systems to focusing on using data to meet stakeholders' needs and the 2013 DQC survey.
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Baron Rodriguez, AEM Corporation
Marcus Bevier, South Dakota Department of Education
Josh Klein, Oregon Department of Education
Privacy Technical Assistance Center (PTAC) will share the work done to evaluate state education agency public reports, suppression techniques, and general recommendations around data disclosure avoidance methodologies. Each state will receive a sealed copy of the evaluation, and a few peer states will provide their thoughts on the results they received.
Jim Peterson, Bloomington Public Schools District 87 (Illinois)
Aziz Elia, CPSI, Ltd.
IlliniCloud started as a grass-roots effort to build a shared, cloud-based technology infrastructure. The Race to the Top component includes collaboration with the state, Illinois Interactive Report Card (IIRC), and the Shared Learning Collaborative (SLC) to allow educators access to data, resources, and tools that will enhance student performance. The pilot project incorporates real-time district data extracts and validations that provide data to a cloud-based data store. In this session, District 87 will discuss error reporting, data correction and analytical tools to allow interoperability between student data, assessments, and other learning-related data. The impact this project has on students and educators and future goals will also be discussed.
Jeff Sellers, SLDS State Support Team
Carol Jenner, Washington State Education Research and Data Center
Neal Gibson, Arkansas Research Center
Michael Taquino, National Strategic Planning and Analysis Research Center (nSPARC) at Mississippi State University
David Stevens, The Jacob France Institute, University of Baltimore
This session will be facilitated by SLDS State Support Team member Jeff Sellers. This session will cover types of workforce data, how workforce data can be linked to education data, the added value workforce data brings to K–12 education data, limits to the use of workforce data, and examples of workforce data use. Arkansas, Mississippi, and Washington will present success stories around linking education and workforce data.
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Kelly Holder, Kansas State Department of Education
The Kansas State Department of Education (KSDE) has recently implemented a series of data audits in an effort to continuously improve data quality. In this presentation, KSDE will discuss the framework used in data auditing, the methodology used for data profiling, and the steps for the validation of data as it arrives in source systems and is later staged to stars or cubes. Empirical examples of how business logic has been implemented as a result of KSDE's data audits will also be provided.
Paul Butler-Nalin, South Carolina Department of Education
Sean Mulvenon, University of Arkansas
The South Carolina Department of Education has recently begun adopting a single-source model approach to improve the use of educational data in its school systems in efforts to improve student achievement. In the past, multiple data platforms have made it difficult or time consuming to integrate data from different sources, vendors, or even school systems into one system for use in completing the necessary analytics for reports. A presentation by the educational statisticians from the University of Arkansas outlined a single-source approach, emphasizing how to "capture" data from multiple sources in an improved data analytics and reporting system. The goal of this presentation is to demonstrate how, with limited support and a commitment to the process, this transition can be completed by any district or state while improving the cost efficiency and effectiveness of their data systems.