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Concurrent Session X Presentations

Friday, July 13, 2012
8:30 am – 9:30 am

X–A: Ed-Fi—Delivering Standardized Data for Large-Scale Collection and Use

Brian Rawson, Texas Education Agency
Shawn Bay, eScholar LLC
Doug Jaffe, New York State Regents Research Fund
Lori Fey, Michael & Susan Dell Foundation

    This panel provides the perspective of two large state education agencies that are using Ed-Fi in different ways to drive their statewide initiatives to put Statewide Longitudinal Data System (SLDS) data to work helping individual students. Texas is expanding its longitudinal data system to provide “district facing” dashboards for 1,237 districts. Ed-Fi provides a common interface across this large and diverse set of districts that has a very wide variety of data systems in place. New York is leveraging Ed-Fi as a standard for transmitting clean data from its longitudinal data system to support the deployment of the Shared Learning Infrastructure.

X–B: Coming to the Data Quality Table: Collaboration Is Not Optional in Kansas’ Data Quality Concentration Electives

Kateri Grillot and Kimberly Wright, Kansas State Department of Education

    In 2009, Kansas’ Data Quality Certification Program identified a need to offer data quality training focused on a number of program areas. Since that time, the Kansas State Department of Education has developed data quality trainings in the areas of enrollment, transportation, assessments, accountability, career and technical education, migrant, special education, and—coming in the 2012-2013 school year—graduation and dropout data. In this session, learn about the development process that required close collaboration with a variety of program areas.

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X–C: Apps4VA—A Challenge Program to Encourage Innovative Use of and Applications for Statewide Longitudinal Data System (SLDS) Data

Bethann Canada, Virginia Department of Education
Paul McGowan, Center for Innovative Technology

    Early in 2012, the Virginia Department of Education launched “Apps4VA,” an innovative challenge program designed to raise awareness across Virginia of the Statewide Longitudinal Data System (SLDS) data in order to accomplish the following: to tap into a wide range of talent and creativity; to encourage innovative applications, reports, and usage of the data in ways that increase teacher effectiveness; and to improve student outcomes and prepare today’s students for the jobs of tomorrow. The multiple challenges include a “Startup Weekend,” a “Hackathon” (an open webbased competition), and a unique competition for Virginia’s High School Students.

X–D: Longitudinal Data System (LDS) Multimedia Training and Coaching

Chandra Haislet and Rob London, Maryland State Department of Education

    Teaching administrators and teachers how to use Longitudinal Data System (LDS) data for school, classroom, and student improvement is a challenging task. Maryland, similar to other states, is preparing to roll out a multimedia learning management system (LMS) and school-based teaching program to help teach the usefulness of data. This presentation provides an overview of the training and education program, provides a demonstration of the avatar-based multimedia modules, and discusses the outcome program to determine if the training and coaching program is effective.

X–E: Effective Linking of Longitudinal Education Data Using Link Plus and the Link Plus Toolkit

John Sabel, Washington State Office of Financial Management

    Link Plus is a free, probabilistic linking program that can be used to link education data sets containing imperfect identifiers. But linking large longitudinal data sets can be time consuming and difficult. These difficulties can be circumvented by using Link Plus in conjunction with the Link Plus Toolkit, a downloadable set of SAS programs. The Link Plus Toolkit can group potential matches into customizable classes with related characteristics. Each class can then be evaluated as a group, automating the process of accepting or rejecting matches. This combination of programs can reduce the time spent manually reviewing potential matches.

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X–F: Calculating Per-Pupil Finance Ratios

Mark Glander and Stephen Cornman, National Center for Education Statistics

    Beginning with the 2009-10 data collection, NCES is recommending a change in the calculation of current expenditures per-pupil at the Local Education Agency (LEA) level. This estimate is derived from the Local Education Agency (School District) Finance Survey (F-33) data and is reported in the annual First-Look publications that accompany that file’s release. It is also provided in the Common Core of Data’s (CCD) online tools (BAT, ELSi, and the district locator). In this session, CCD staff discuss the reasons for this proposed change and the expected differences it will make in reported current expenditures per-pupil. The presenters will solicit input from data providers and researchers.

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X–G: Postsecondary Data: Consumer Information Disclosures

Jessica Finkel and Archie Cubarrubia, National Center for Education Statistics

    This session provides an overview of the disclosures that postsecondary institutions are required by statute or regulation to make to consumers. These disclosures include the net price calculator, gainful employment program information, textbook information, and more. Participants also learn about the tools that the U.S. Department of Education has developed to help institutions meet these requirements.

X–H: Adult Education Data and Virginia’s Longitudinal Data System: Expanding to New Stakeholders

Matthew Bryant, Randall Stamper, and Najmah Thomas; Virginia Department of Education

    This session covers Virginia’s undertakings to broaden its Statewide Longitudinal Data System (SLDS) efforts to include Virginia’s Adult Education and Literacy data. Subjects covered include the process to incorporate Adult Education data in the Virginia SLDS, unique privacy considerations, and ways to leverage data sharing agreements in the Adult Education context.

X–I: Building Partnerships—Characteristics of a Successful K–12-Higher Education Faculty Partnership

Barbara Shoemaker and Pam McCardle, University of Kentucky

    The use of data-based decision for designing professional development is still a new idea for teachers and higher education faculty. The collaboration between the two has shown an improved use of various data sets while creating an improved partnership. Previously, K–12 teachers had a basic skepticism about “new research-based improvement programs” and concern that they will be regarded as “research subjects” while higher education science, technology, engineering; and math (STEM) faculty, especially from the content disciplines, do not often possess a knowledge of and appreciation for the environment and challenges of the K–12 education community.

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