As directed under the No Child Left Behind Act, the U.S. Census Bureau produces model-based estimates of poverty and population for use in allocating education funds. The multifaceted production process includes production of estimates at the state, county, and school district levels as well as a biennial update of district boundaries. This two-part presentation provided an overview on how the model-based estimates that are used in Title I allocations are developed, and how the geographic updates are made. The second hour of this session was devoted to assisting participants with district-specific questions about the estimates and boundaries updates.

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School District Estimates and Boundary Review: An Overview From the U.S. Census Bureau (Part I) (26 KB)

Kansas Individual Data on Students (KIDS) is a student-level data system that was implemented statewide in 2005. KIDS includes mechanisms for assigning unique state IDs to students and for collecting student data to fulfill state and federal reporting requirements.

This session highlighted the following topics related to the development and implementation of KIDS: student data collection processes; KIDS project website, which is the focus for communication and training with schools and districts; State Information System Vendor Certification; challenges that were encountered and addressed; and future plans and changes.

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Kansas Individual Data on Students (KIDS): The Ongoing Story (106 KB)

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Beginning with the 2006–07 school year, middle and high school students in Kentucky have a new online education planning tool at their fingertips. The new web-enabled Individual Learning Plan (ILP) will help secondary students (i.e., grades 6–12) better focus their coursework on individual goals as they prepare for postsecondary studies and careers. Kentucky outlined lessons learned thus far from the continuing procurement process for the Kentucky Instructional Data System project.

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IES State Grantee Report: Individual Learning Plans and SLDS Update: New Data Systems in Kentucky (776 KB)

ECS was developed to merge the functionality of the online certification system with the online professional development system. Illinois now has one online system to manage all aspects of their educator's certification. The system has surpassed all expectations with tens of millions of hits and hundreds of thousands of users.

The trend to automate record-level data collections has produced profound improvements with data quality and validity, but also presents challenges for vendors and local education agencies (LEAs). As the data collection and reporting requirements change, these changes can have a major impact on LEA's data policies and management, state education agency's (SEA's) requirements, and vendor's product road maps.

We hosted an in-depth panel discussion about the frank appraisal of how the current state of affairs impacts LEAs, SEAs, and vendors.

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The purpose of Georgia's K–12 Single Statewide Accountability System (SSAS) includes, but is not limited to, providing valid, reliable accountability determinations at the school, local education agency, and state levels that can help promote continuous improvement in raising student achievement and closing achievement gaps. This session provided an overview of the SSAS and information on the three components of the Accountability Profile: Adequate Yearly Progress, the School Performance Index, and Performance Highlights.

Also, an overview of Georgia's Annual Education Accountability Report Cards was provided to demonstrate how Georgia publicly reports Pre-K through Postsecondary data.

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Georgia's Single Statewide Accountability System (SSAS) (835 KB)

The EDFacts family of data sources provides a wealth of state, district, and school-level information that will help states and local entities meet the requirements of federal legislation, as well as assist state, district, and school administrators in driving decisionmaking, planning, budget formulation, and the management of education programs using quality education information. In this session, state data coordinators learned how to help administrators see the forest as well as the trees, by highlighting high priority EDFacts data in administrator-friendly formats—in print copy as well as electronic versions.

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Keeping Data in the Minds of Your Administrators: Seeing the Forest and the Trees (2.4 MB)