| V–A |
How to Access and Use the Rich CCD Databases
John Sietsema, National Center for Education Statistics
This session was designed to introduce potential users to the rich Common Core of Data (CCD) databases on public schools and school districts, and to provide helpful tips on how to access and use these large files most efficiently and effectively. In addition, a business case was made to encourage state and local officials to provide complete and timely data to the Common Core of Data/Education Data Exchange Network (CCD/EDEN) collection so that their schools and school districts will enjoy the benefits of having a National Center for Education Statistics (NCES) ID number.
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How to Access and Use the Rich CCD Databases  (286 KB)
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| V–B |
Using Workflow to Integrate LDS Data and Best Practices Into Educational Decisionmaking
Robert London, Wisconsin Department of Public Instruction
Education data can help identify student achievement gaps or indicate trends that show that remedial educational strategies and programs are addressing a gap. However, education data itself cannot provide guidance to an end-user trying to find gap solution or make educational intervention decisions. A workflow user interface for longitudinal data systems (LDS) is one strategy that is being explored by the Wisconsin LDS Project Team that allows the integration of LDS data, best practices, and solution/decision process frameworks to help guide end-users in generating evidence-based educational solutions and action plans to facilitate closing education gaps.
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| V–C |
IES State Grantee Report: Effective Governance Models for Managing Data Systems
Richard Rozzelle, Tennessee Department of Education
Trina Anderson, Michigan Department of Education
Brian Wilmot, Wisconsin Department of Public Instruction
Three states that received 2005 Institute of Education Science Statewide Longitudinal Data Systems grants—Tennessee, Michigan, and Wisconsin—reported on the governance structures that have helped them succeed in implementing changes required in developing a longitudinal data system.
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IES State Grantee Report: Effective Governance Models for Managing Data Systems (352 KB)
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| V–D |
Website Accessibility: Tips and Tools
Rachael Traub, Massachusetts Department of Education
Nearly 53 million people—one-fifth of all Americans—have some type of disability, according to the 2000 Census. State and federal regulations may require websites to be accessible to the public in the same manner as buildings equipped with curb-cut sidewalks or braille-enhanced elevator buttons. Massachusetts has made web and application accessibility a top priority for its state agencies, one of the few states to undertake this task.
In this session, participants experienced the Web as a disabled user. Participants learned the common pitfalls facing these users and learned how technology can be used to overcome these limitations.
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Website Accessibility: Tips and Tools (871 KB)
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| V–E |
Longitudinal Data System Evaluation
Neal Gibson, Arkansas Department of Education
Alan Simon, Metis Associates
With support from the Institute of Education Sciences (IES), the Arkansas Department of Education (ADE) is developing a comprehensive statewide longitudinal data system. ADE has contracted with Metis Associates to conduct an independent evaluation of the implementation of the system, as well as the impact of the system on classroom instruction and student learning. This presentation reported on the specific evaluation questions, methods, measures, timeline, and progress of this ongoing evaluation.
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| V–F |
The Equity "Calculus" of Teacher Hiring:
A P/R Problem With Many Variables
Tom Hall, Georgia Professional Standards Commission
Policies and practices of teacher placement/replacement contribute to instructional capacities of schools. This presentation summarized teacher hiring for Georgia and showed personnel differences in experience, age, routes of certification, highest degree attainment, and certification test performance for schools varying in minority student enrollment, poverty status, and school performance as measured by No Child Left Behind Adequate Yearly Progress. Interpretation of the differences in these variables may help measure instructional equity for all students in Georgia public schools.
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| V–G |
Next Steps for the Consolidated State Report and EDFacts
Bobbi Stettner-Eaton, Jeanette Lim, and Abigail Potts
U.S. Department of Education
This session reviewed the accomplishments and future plans for providing federal elementary and secondary education program managers and analysts with all of the data in the Consolidated State Performance Report (CSPR) through EDFacts. This session provided an opportunity for participants to review the details of the plans for the Office of Management and Budget (OMB) paperwork clearance of the 2006–07 school year CSPR data elements. There were opportunities for audience participation and suggestions concerning these milestones and objectives.
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Next Steps for the Consolidated State Report and EDFacts (428 KB)
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