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Concurrent Session X Presentations


Friday, July 29, 2011
8:30 am – 9:30 am


X–A: You Want It Again? Considerations for Data Collection and Management of Longitudinal Data

Kathryn Valdes, Center for Education and Human Services, SRI International

    Collecting and managing multi-source data for a study can be challenging; doing the same for a longitudinal study introduces even more complexity. From study design to sampling to final database, everything must nestle neatly into the multiple dimensions of a longitudinal database. In the National Longitudinal Transition Study-2 (NLTS2), we collected five waves of data over a nine-year period from multiple sources. Our final database represents different points in time and different points of view, following more than 11,270 students receiving special education services who were ages 13 through 16 in December 2000. This is a tale of lessons learned.

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X–B: Time to Pay Up: Distribution Patterns and Perceived Effects of Financial Awards in a Teacher Incentive Fund (TIF) Program

Kathleen Hoyer, Cara Jackson, Laura Hyde, and Jennifer Rice; University of Maryland, College Park

    Fueled in part by the Federal Teacher Incentive Fund (TIF), compensation reforms have gained prominence among strategies aimed at improving human capital in schools. While the evidence base on the design and implementation of educator incentive programs is growing, little is known about payout processes, educators’ responses to these payouts, or the impact of the payouts on a variety of desired outcomes. Drawing on survey, interview, and documentary data, this presentation uses a mixed methods design to examine the distribution patterns of payouts, educators’ responses to these payouts, and the perceived effects of payouts in one TIF-supported financial incentive program.

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X–C: When and Where and By Whom: University Preparation of Educators to Use Data

Pat Sherrill, U.S. Department of Education
Edith Gummer, Education Northwest
Ellen Mandinach, Wested

    This session describes a conference convened to discuss how schools of education can build human capacity around data-driven decisionmaking for all educators at all levels, from pre-service to graduate. Conference attendees clearly indicated that in order to improve educators’ abilities to use data, a systemic effort is needed from state departments of education, schools of education, professional accrediting organizations, and school districts. Multiple aspects of data-driven decisionmaking elements must be integrated into longitudinal educational preparation to serve current and future educators. The conference’s recommendations and the policy implications around building data literacy among educators will be discussed.

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X–D: The Condition of Education 2011

Susan Aud, National Center for Education Statistics

    This presentation highlights data from the annual report—The Condition of Education 2011. This congressionally mandated report disseminates data on the U.S. education system from pre-K to postsecondary. In addition, information on the development of the report and the selection of the indicators will be presented.

X–E: Obtaining Grant Funding From the Institute of Education Sciences (IES) to Analyze Your State or District Data

Allen Ruby, Institute of Education Sciences

    The Institute of Education Sciences (IES) contains two Centers that offer grants to support research, development, and evaluation: the National Center for Education Research (NCER) and the National Center for Special Education Research (NSCER). This session will discuss the grant programs available from these two Centers that states, districts, and researchers based in other institutions can use to analyze state and district longitudinal data.

X–F: Defining the Digital Identity of the Learner—Supporting Learning Through Assessment, Content, and Learner Profile Data

James Yap, Ramapo Central School District (New York)
Larry Fruth, SIF Association

    Recently there has been a major push in the collection, management, and reporting of teacher information including the need to link it to a specifically assigned student and class. What is needed is to provide interoperability between all education applications across multiple software sources to allow teachers, administrators, and others to more accurately identify the profile of the learner, provide resources that meet the specific needs of the learner, and assess learners using the right tools and in the right context in a timely fashion. This session will be an open discussion of strategies on what “low hanging fruit” activities data systems can first address, and then we will strategize on the more complicated aspects of tracking this information. We are all under tight timelines to deliver this information—now let’s strategize and share some actions!

X–G: Toward a Better Model for Reporting: Getting It Right, Getting It Right Now

Bruce Hislop, Prince George’s County Public Schools

    Data reports are of little use unless the data presented are correct and the report is timely. If these two conditions are not met, downstream decisionmakers cannot rely on the report to make informed decisions. This presentation outlines what one local system has done to redesign the process for generating, validating, and delivering reports. The first application of this process to a state report resulted in the file being delivered on the first day of the reporting window with a 98 percent reduction of errors over the prior year. The process can be applied to other report recipient entities as well.

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X–H : Identity Management—Real World Usage at the Local Level

Patrick Plant, Anoka-Hennepin Independent School District #11 (Minnesota)
Andy Elmhorst, Pearson

    Many applications within the educational enterprise interface directly with learners, parents, and teachers. Each new application requires identities and profile data for operational purposes. In many instances, users end up having to remember numerous usernames and passwords and deal with profile information that is not consistent or up-to-date across the various applications that they log in to. There is an obvious need to provide a standards-based solution for identity management and role-based security within the education industry.

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X–I: Maximizing the Gains of Best Practices in the Classroom Via Research Data

Kenneth Nwocha, Anne Arundel Community College

    The importance of students’ engagement and achievement cannot be over emphasized. With that said, this session is aimed at providing teachers, educators, school leaders and administrators, and other para-educators with the most up-to-date information on how to improve students’ achievement by presenting teaching materials in such a manner that boost students’ participation and engagement. This session demonstrates how research data and findings can be used to maximize learning in the classroom. Hands-on activity will be used in the process.

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