Concurrent Session VI Presentations


Thursday, July 9, 2015
11:30 am – 12:30 pm


VI–A: Reaching the Finish Line for the 2013–14 Civil Rights Data Collection (CRDC) and Preparing for the Start of the 2015–16 CRDC

Abigail Potts and Janis Brown, National Center for Education Statistics
Rebecca Fitch, U.S. Department of Education
Christina Tellez, Sanametrix
Julia Bloom-Weltman, AEM Corporation

    The Civil Rights Data Collection (CRDC) collects data from more than 17,000 educational institutions and agencies from across the nation. For the 2013–14 CRDC, the Office of Civil Rights (OCR) and the National Center for Education Statistics (NCES) collaborated on redesigning the CRDC submission system. This presentation will discuss various aspects of this mandatory collection, including tips and frequently asked questions for the upcoming late July due date for the 2013– 14 CRDC, data quality issues with the CRDC and how districts can proactively resolve them, and lessons learned from the redesign of the submission system. The presenters will also discuss the upcoming 2015–16 CRDC, including clarifications or modifications to existing data elements and plans to further improve the submission process for 2015–16. The presenters will also discuss with the audience opportunities for providing proactive technical assistance in advance of the 2015–16 data collection.

    Complexity: Entry Level

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VI–B: Building and Using Data Systems Effectively

Robert Swiggum, Georgia Department of Education
Kristin Hallgren and Cassandra Pickens Jewell, Mathematica Policy Research

    Data-driven decisionmaking is a popular catchphrase. Everyone is for it, and who can object? In practice, though, developing data systems and effectively using them can leave educators and policymakers unmoved—or drown them in details. This panel will discuss practices for building data systems and for using those systems effectively. The presentation will include findings from a study of states’ work defining “Teacher of Record” and verifying data, a conceptual framework for how data use can lead to improved student achievement, and insights from a state official about building a data system that supports effective data use.

    Complexity: Entry Level

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VI–C: Mutual Support: The Rhode Island Research Hub and Advisory Council

Peg Votta, Rhode Island Department of Elementary and Secondary Education
Dorothy Jean Cratty, American Institutes for Research

    This year the Rhode Island (RI) Data Sharing Project extends the work of the RI Data Hub to enable the state to answer its most pressing research questions through the new RI Research Hub. The Research Hub provides the infrastructure for responsible researchers to make data-use requests and for data reviews and reporting. States have found that leveraging this type of P20W+ data use requires strong and consistent support from broad state leadership. However, state agency leadership is continually transitioning, and there are many competing demands. This session will address a collaborative governance approach to this work and the role of the project’s Advisory Council.

    Complexity: Entry Level

VI–D: Getting Help With Your Statewide Longitudinal Data System (SLDS)—Who Ya Gonna Call . . . State Support Team (SST)!

Tom Howell, Michigan Center for Educational Performance and Information
Colleen Murphy, Utah Department of Health
Brian Townsend, Vermont Agency of Education
Kathy Gosa and Corey Chatis, Statewide Longitudinal Data System (SLDS) State Support Team

    Do you wish you could get some free, experienced help with the hard, complicated work of planning, building, and sustaining a statewide longitudinal data system (SLDS) that has widespread use? Well, you can! Join this session to learn more about the ways the SLDS State Support Team (SST), a group of technical assistance experts, can support your work and connect you with other states that have accomplished what you aim to achieve. Hear how SST has helped states be successful. The SST is available at no cost to your state, regardless of whether or not you have a grant.

    Complexity: Entry Level

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VI–E: Breaking Barriers to Effective Data Use in Teacher Preparation

Jessica Miranda, University of Hawaii at Manoa
Dan Doerger, University of Hawaii
Joel Harris and Laura Weeldreyer, UPD Consulting

    There are new national pressures for teacher preparation programs to do the seemingly impossible—access and aggregate in-service teacher performance data. The University of Hawaii at Manoa’s College of Education has engaged key partners to access and link critical in-service teacher performance data back to individual preparation programs and is applying the research of improvement science to get better . . . at getting better. We will share a process to structure the work of improvement across faculty and program leaders in order to break through program silos and increase college-wide collaboration. Learn how you can integrate this work into your initiatives.

    Complexity: Intermediate Level

VI–F: Using Virginia Longitudinal Data System (VLDS) to Predict Eighth-Grade Outcomes for Virginia’s Preschoolers

Jennifer Piver-Renna,, Virginia Department of Education
Isabel Bradburn, Virginia Tech
Deborah Jonas, Research & Analytic Insights

    The Virginia University Research Consortium used the Virginia Longitudinal Data System (VLDS) to assess how public preschool participation was associated with students’ long-term outcomes. Results showed on-time promotion advantages through eighth grade to students who had attended public prekindergarten compared to peers but no group differences in eighth-grade literacy achievement. Encouragingly, most students could be followed across the nine years (N= 77,451) and secure matching and data delivery worked smoothly. Using available data, it was not possible to specify children’s preschool program. In this session, findings will be contextualized and insights discussed regarding ways to improve the state’s capacity to evaluate early educational programs using the VLDS.

    Complexity: Intermediate Level

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VI–G: Building Capacity to Reduce Burden, Increase Data Use

Dean Folkers and Matt Hastings, Nebraska Department of Education

    The role of the state education agency (SEA) continues to evolve in the world of data collection and use. This role requires leadership to meet the challenges of the future and support sustainability of those efforts. This session will focus on an effort to rethink the process, engage stakeholders, leverage strategic partnerships and investments, and build toward a vision of creating a culture of effective and secure data use among schools in the state of Nebraska. Results of a legislative study and the subsequent path set forth to achieve a strategic vision create a unique opportunity for education today.

    Complexity: Intermediate Level

VI–H: North to the Future: Breaking the Trail for Alternative School Accountability in Alaska

Brian Laurent, Alaska Department of Education and Early Development

    The Alaska Department of Education and Early Development (EED) implemented a pioneering change in the way alternative schools are evaluated in the state’s school accountability model. Now, 24 schools across the state receive a rating that is fair and reflects the schools’ progress working with highly at-risk students. This presentation will cover how partnerships were formed, how the analysis of data drives change in today’s educational climate, and what outcomes result from this important work. EED’s Data Management Supervisor will provide guidance to participants seeking options for changing the accountability model for their alternative schools.

    Complexity: Entry Level

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VI–I: What’s New With the Privacy Technical Assistance Center?

Shane Morrisey, U.S. Department of Education
Baron Rodriguez and Ross Lemke, AEM Corporation

    Are you aware of the Privacy Technical Assistance Center’s (PTAC’s) latest training materials, videos, and upcoming events? PTAC has had a busy year, and several new publications have been completed, including new, short, and easy-to-understand videos that you can share with your stakeholder community. At this session, PTAC will discuss these features along with the various types of technical assistance available, including joint privacy presentations (offered by PTAC and local education agency or PTAC and state education agency), customizable data breach exercises, security policy reviews, district trainings, and much more!

    Complexity: Entry Level

VI–J: Student Achievement in Appalachia: Linking Common Core of Data (CCD) and National Assessment of Educational Progress (NAEP) to Analyze Regional Data

Bill Tirre, National Center for Education Statistics
Austin Lasseter and Markus Broer, American Institutes for Research

    This session will present findings from a study that examined the educational achievement of students in the federally defined counties of Appalachia. The study used data from the Common Core of Data (CCD), the Census Bureau, and the National Assessment of Educational Progress (NAEP). The session will highlight the study’s processes for determining sampling bias and for conducting achievement comparisons.

    Complexity: Intermediate Level

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