Concurrent Session XII Presentations

Friday, July 29, 2011
11:00 am – 12:00 pm

XII–A: SIF and SOA: The SIF Zone Embraces Web Service Technology

Ron Kleinman, SIF Association

Having two applications agree on a standard set of objects to describe their data is only half of the interoperability story. There must also be common agreement on the infrastructure they use to exchange data. This presentation will start with a client/service relationship and expand it into the capabilities of the Zone architecture. Attendees will learn how the SIF Standard has embraced technologies like Web Services Description Language/Simple Object Access Protocol (WSDL/SOAP) to make the SIF Zone itself into a web service. Sections will cover incremental web service migration path for Zones and the benefits of enabling a web service to access SIF student data.

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SIF and SOA: The SIF Zone Embraces Web Service Technology (912 KB)

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XII–B: What’s in a Name? Linking Achievement Data From a Large-Scale Database With the Common Core of Data

Kelli Cummings, Patrick Kennedy, and Janet Otterstedt; Center on Teaching and Learning, University of Oregon

The DIBELS Data System (DDS) is a web-based database owned by the University of Oregon and managed by the University’s Center on Teaching and Learning (CTL). The DDS contains reading and math achievement data from 19,000 schools (K–6), across all U.S. states, from 1998–99 to present. The purpose of this presentation is to describe the process by which we have linked DDS schools to the Common Core of Data from NCES. We will provide information on the comparability of the DDS schools with all U.S. public (K–6) schools and will discuss possibilities for future uses of the matched data.

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What’s in a Name? Linking Achievement Data From a Large-Scale Database With the Common Core of Data (2.60 MB)

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XII–C: The School Attendance Boundary Information System (SABINS): Collecting, Processing and Disseminating GIS Data for K–12 School Catchment Areas

Salvatore Saporito, College of William and Mary

The School Attendance Boundary Information System (SABINS) consists of GIS files delineating elementary, middle, and high school catchment areas. GIS files of K–12 school attendance boundaries are linked with the NCES Common Core of Data so that users know the schools that provide educational services to attendance boundaries and Census data so that users know the characteristics of persons who reside within zones. This presentation shows: 1) the scope of data collection, which includes data for roughly 1,200 school districts; 2) the structure of the GIS data; and 3) the interpolation techniques that are used to allocate population characteristics from Census geography to school attendance boundaries.

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XII–D: Postsecondary Data for a K–12 Audience: Reports From the National Student Clearinghouse Pilot

Patrick Simon, Citrus County Schools (Florida)
Leslie Hall, MPR Associates, Inc.
Afet Dadashova, National Student Clearinghouse

Almost 1,000 high schools in three states now have access to a powerful online data tool to better understand their students’ high school-to-college transition. This resource links K–12 data from state longitudinal data systems with postsecondary information from the National Student Clearinghouse and state sources, putting actionable information in the hands of educators. Access to this information may increase the quality learning options in high school and expand postsecondary opportunities for all students. This presentation will discuss report development, use among schools and districts, and lessons for states seeking to link K–12 and postsecondary data in meaningful ways.

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Postsecondary Data for a K–12 Audience: Reports From the National Student Clearinghouse Pilot and Citrus County (3.53 MB)

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XII–E: New Tools to Access Civil Rights Data

Rebecca Fitch and Abby Potts, U.S. Department of Education

The Office for Civil Rights recently launched a new online interface to allow public access and use of data collected from the Civil Rights Data Collection, a survey of schools in 7,000 school districts. This information is a valuable resource to education researchers and policymakers. Come and learn how you can access and benefit from this opportunity.

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XII–F: An Experimental Evaluation of Monetary and Non-Monetary Incentives on Supplemental Educational Services (SES) Attendance Rates

Matthew Pepper, Metro-Nashville Public Schools (Tennessee)

Supplemental Educational Services (SES) are free, after-school tutoring services offered by non-profit, for-profit, and community organizations to low-income students in schools that are in their third year of failing adequate yearly progress (AYP). Student enrollment data reveal that on average fewer than 20 percent of eligible students sign up for tutoring services, with many never attending a single session.

In 2009, a large, urban school district tested the effect of monetary and non-monetary student incentives on SES attendance rates. Approximately 340 families were randomly assigned to a control group, or one of two treatment conditions. Students in the first treatment group received two non-pecuniary incentives consisting of certificates. Students in the second treatment group were offered pecuniary incentives worth up to $100 per year per student. We examine the impact of incentives on patterns of student attendance in after-school tutoring programs, as well as the impact on student academic achievement, student attendance at school, credit accumulation, and other non-traditional outcome measures.

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XII–G: What News Can You Use? Information Within Data Quality Assessments

Pam Hinman, U.S. Department of Education
Joe Rabenstine and Darla Marburger, Claraview

During this session, we will focus on what users need from their data quality assessments and why, with plenty of time for audience participation.

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What News Can You Use? Information Within Data Quality Assessments (160 KB)

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XII–H: Linking P–20/W Data Systems to Meet Policy Goals: Where Are We, and How Do We Get There?

Missy Cochenour, Data Quality Campaign
Albert Wat, The Pew Charitable Trusts
Judi Wood, University System of Maryland

Growing consensus around college and career ready goals places new demands on our education system. Achieving these goals will require alignment of policy and practice across the education spectrum from early childhood through postsecondary and the workforce. Key to accomplishing this alignment is the effective development and use of P–20/W longitudinal data systems. Presenters will discuss findings from Data for Action 2010, including Data Quality Campaign’s Analysis of State Longitudinal Data Systems and the Early Childhood Data Collaborative’s State Analysis of Early Care and Education to provide the current status of states’ progress toward building and using P–20/W longitudinal data systems. Then Maryland will respond to these findings and discuss how leadership, strong governance structures and policies, engaging other policy groups, and defining clear purposes for the data systems have fueled progress toward building and using P–20/W data systems to improve student achievement.

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XII–I: Data Innovations in Public-Private Partnerships

Melody Parrish, Texas Education Agency
Kevin Byrne, Michael & Susan Dell Foundation

Public-private collaborations are producing breakthrough innovations for education data use. In this session, state education agency leaders will discuss how these types of efforts are improving their ability to deliver timely, actionable, useful information for education decisionmaking.

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Texas Student Data System (1.64 MB)

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