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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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