Concurrent Session XI Presentations
Friday, July 13, 2012
9:45 am – 10:45 am
XI–A: Illinois State Board of Education (ISBE) and Bloomington District 87: Vision of Real-Time Data Collection and Validation
Brandon Williams, Illinois State Board of Education
Jim Peterson, Bloomington District 87 (Illinois)
Aziz Elia, CPSI, Ltd.
The Illinois State Board of Education (ISBE) and Illinois Interactive Report Card (IIRC) are investigating
the use of real-time data collection and validation toolsets as a way to gather data from school
districts in Illinois. The ultimate objective is to allow educators access to data, resources, and tools
that will enhance student performance. The new pilot project being implemented will incorporate
real-time extract, transform and load (ETL) and validation options to provide data to a central,
cloud-based data store available for Illinois school districts including a data store, data validation
and correction, error reporting services, and a set of analytical tools to allow interoperability
between student data, assessments, and other data related to student achievement and learning.
Bloomington District 87 presents its vision of the real-time architecture, the way the architecture
fits in with the district’s current Schools Interoperability Framework (SIF) deployment, and the
potential impact this project has on its students and educators. In addition they will discuss how
they plan to ultimately link to the new proposed Shared Learning Collaborative (SLC) initiative
through the underlying data center infrastructure IaaS/SaaS pilot called IlliniCloud.
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XI–B: Civil Rights Data: 2011-12 Is a Universe Collection
Rebecca Fitch and Abby Potts, U.S. Department of Education
Ross Lemke, AEM Corporation
The Civil Rights Data Collection (CRDC) currently underway is an extensive consortium of
educational institutions and agencies across the nation. This presentation discusses various aspects
of this mandatory collection—from participants (which include every public school district in the
nation and their schools, along with state-operated programs, juvenile justice agencies, charter
schools, and regional education service agencies that operate schools) to the CRDC timeframe,
tools used by CRDC participants to collect and submit their data, and the continuous effort to
reduce respondent burden and enhance data quality. The presenters provide a description of the
data elements collected at both school and district levels, which make CRDC a valuable source of
information about access to educational opportunities in our nation’s public schools.
XI–C: Stakeholder Engagement Using Common Education Data Standards (CEDS)
Tony Ruggerio, Delaware Department of Education
Missy Cochenour and Robin Taylor, State Support Team
This session focuses on the use of two State Support Team (SST) services—Common Education
Data Standards (CEDS) and Engaging Stakeholders—in early childhood data systems and in
efforts to link data to K–12. Participants discuss with one state best practices and ideas about
implementing CEDS to link systems. In addition, the state provides advice to other states around
engaging stakeholders, including the importance of involving stakeholders early in the process,
ways to get stakeholders involved, and the benefits of engaging stakeholders using the new
Stakeholder Engagement Template.
XI–D: How to Access and Explore NCES Student Transcript Data
Janis Brown, National Center for Education Statistics
Jennifer Laird, MPR Associates, Inc.
The High School Transcript Study, associated with the National Assessment of Educational Progress
(NAEP), provides information on the course-taking patterns of high school students across the
nation. Information about the courses high school students take, the credits they earn, their grade
point averages, and their performance is available through the data set. The data can be easily
accessed and explored through the NAEP Data Explorer, a state-of-the-art online data tool. This
session provides an overview of the NAEP High School Transcript Study and guidance on how to
use the Data Explorer tool to navigate the data set.
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XI–E: Linking Data Via the Unique Student ID
Tom Fontenot, Dwight Franklin, and Matthew Brownlee;
District of Columbia Office of the State Superintendent of Education
In 2011, the District of Columbia Office of the State Superintendent of Education (DC OSSE)
implemented an automated commercial off-the-shelf (COTS) unique student identification
management system developed by eScholar. As a result of this implementation, DC OSSE integrated
40+ data sets via a single unique student identifier and subsequently increased data reliability and
quality.
XI–F: Geocoding Our Nation’s Schools
Tai Phan, National Center for Education Statistics
Michael Lippmann, Blue Raster
Geocoding, the process of converting standardized addresses into geographic coordinates, is
a crucial step in “geo-enabling” data. This session presents an overview of methodologies for
geocoding, including the approach the National Center for Education Statistics (NCES) is currently
using for geocoding our nation’s schools. Those who attend will leave knowing how to prepare
data for geocoding, how to select an appropriate geocoding service, and how to avoid potential
geocoding pitfalls.
XI–G: Strategies for Communicating to Districts
Wanda Jones, Georgia Department of Education
With so many collection requirements and new updates each year, how do you ensure that
local education agencies (LEAs) comply with reporting deadlines? Various strategies used to
communicate with LEAs in support of the data collection and reporting process are discussed.
This session highlights strategies and tools used for training, supporting, and communicating with
LEAs.
XI–H: Ohio Workforce Data Quality Initiative
Joshua Hawley and Yun-Hsiang Hsu, The Ohio State University
Ohio Workforce Data Quality Initiative (WDQI) is a federally funded project aimed at incorporating
statewide education, employment, and welfare data systems among different public agencies into
one single repository. This repository includes individual-level information and links workforce
data with educational data to increase the availability and use of administrative data for the
development of policies, programs, and services that assist individuals. Researchers can also utilize
this combined data system to answer a wide range of questions, including program design and
efficiency, cost and financial return, program outcomes, and the underlying economic changes that
impact the education and workforce sectors. This presentation demonstrates the data contained
in Ohio’s WDQI, as well as offers illustrations from several ongoing research projects.
XI–I: Data Governance and the Ohio Educational Research Center
Matthew Danzuso and Heather Boughton, Ohio Department of Education
As Ohio begins to build its P–20 Statewide Longitudinal Data System (SLDS) Repository, a statewide
data governance structure must be in place. As part of its Race to the Top commitment, the Ohio
Department of Education (ODE) has started the Ohio Education Research Center (OERC), an entity
charged with developing and implementing a P–20 education research agenda in Ohio. Balancing
these two priorities is important to further the work of the ODE and the Ohio research community
as a whole. This presentation provides an update on Ohio’s data governance structure and
discusses the progress with its data sharing processes and the work the OERC has begun to do. It
also discusses how all these initiatives interrelate and how Ohio plans to balance data governance
with a research community that needs access to data to fulfill the goal of providing high-quality
research on education in Ohio.
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