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Concurrent Session III Presentations


Tuesday, July 12, 2016
4:30 pm – 5:20 pm


III–A: Stakeholder Engagement in High-Quality Public Reporting

Bernice Butler, Data Quality Campaign
Christopher Woolard, Ohio Department of Education
Jan Petro, Colorado Department of Education

    Stakeholder engagement is vital to quality public reporting. Data are more usable if those who need it have a say in what is collected and reported. Ohio has taken great strides to ensure the public has access to timely, high-quality, and pertinent information in multiple formats with different levels of sophistication. Join the Data Quality Campaign as it shares the tenets of high-quality public reporting and hear lessons learned from the Ohio Department of Education on how Ohio continues to engage stakeholders in the Every Student Succeeds Act planning process to ensure publicly reported data are both relevant and actionable to stakeholders from a wide variety of communities.

    Complexity: Entry Level


III–B: Overview of Education and Workforce Data Linkages and Workforce Innovation and Opportunity Act (WIOA) Update

Charles McGrew, National Center for Education Statistics
Jay Pennington, Iowa Department of Education
Scott Secamiglio, Kentucky Center for Education and Workforce Statistics
Jim Schmidt, Washington Education Research and Data Center
Kathy Gosa, Statewide Longitudinal Data System (SLDS) State Support Team

    This session will provide a general overview of sources of employment outcomes data and will include experiences from a panel of states regarding their challenges, progress, and plans for connecting workforce data with education records. The information will include common data limitations and matching obstacles, examples of uses for these connected data, and an update on how these connections may be utilized for metrics being proposed through the Workforce Innovation and Opportunity Act.

    Complexity: Entry Level

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III–C: Collaborating for Quality: How West Virginia Tore Down Walls to Build Better Data

Georgia Hughes-Webb, Randall Kirk, and Curtis Darst, West Virginia Department of Education

    The institution of formal data governance at the West Virginia Department of Education (WVDE) was first met with both enthusiasm and resistance. Over time, data governance has provided the impetus for reexamining processes and structures for data collection and reporting to make changes for improved accuracy, timeliness, and quality. WVDE staff have made these improvements primarily through enhanced collaboration across offices that has included thoughtful analysis of practices, explication, and modification of previously accepted-but-unrecorded procedures and redistribution of responsibilities. WVDE staff will share their experiences—including the trials and triumphs—of building better data by breaking down barriers.

    Complexity: Entry Level

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III–D: Data-Quality Session

David Lee, National Center for Education Statistics
Fawn Dunbar, Michigan Center for Educational Performance and Information
June Rhodes Maginnis, Colorado Department of Education
Julia Redmon, AEM Corporation

    EDFacts data informs the decisions and policies made by the U.S. Department of Education (ED). Ensuring the quality of EDFacts data is essential to making good decisions, designing policies to improve educational outcomes, and monitoring the implementation of grant programs. Join us for a discussion about current processes by which EDFacts and program offices review state-submitted data (post-due date), and hear from state representatives about how they conduct data-quality reviews prior to submission to ED. We will describe what we do, why we do it, and how we do it.

    Complexity: Intermediate Level

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III–E: Toward a Definition of School District and School (Review and Exploration Discussion)

Carl Schmitt and Ross Santy, National Center for Education Statistics

    “Education agency,” “local education agency,” “school district,” and “school” are core concepts used in American education. However, these terms are characterized differently in different states. Because these constructs lack effective definition and specific empirical referents, the assumption that “everyone knows what they are” is the rule of thumb used when collecting and analyzing data on these entities. As a result, these concepts are also often applied interchangeably by those defining, examining, and discussing American education. Therefore, data that are collected and any corresponding analysis are likely to be both unreliable and with uncertain validity.

    In the hopes of stimulating discussion, this presentation will review the ambiguity of the definitions for these terms and the difficulties in collecting reliable and valid data that can be applied across jurisdictions and time. An alternative paradigm focuses on these entities as Complex Organizations to enable the collection of more systematic, reliable, and valid data and therefore set the stage for more viable analyses of American education.

    Complexity: Intermediate Level

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III–F: Retiring a Legacy Data-Collection System: A Move to School Interoperability Framework (SIF)

Robert Curtin, Massachusetts Department of Elementary and Secondary Education

    This session will describe the process used to retire a data-collection system and move to a interoperable data-collection system based on the Schools Interoperability Framework (SIF). Topics for discussion will include the benefits and challenges of moving more than 400 school districts from one system to another

    Complexity: Intermediate Level


III–G: National Center for Education Statistics (NCES) Spatial Data: A Review of MapED and the School Attendance Boundary Survey

Tai Phan, National Center for Education Statistics
Andrea Conver, Sanametrix

    This session will include two presentations about the National Center for Education Statistics (NCES) spatial data. The first presentation will provide an overview of MapED and the wealth of education data available through story maps and map viewers. The second presentation will discuss the School Attendance Boundary Survey (SABS), the new feeder pattern identification tool, the relevance of this data set, and the school boundary file dissemination tool.

    Complexity: Intermediate Level

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III–H: School Courses for the Exchange of Data (SCED)

Susan Williams, Virginia Department of Education

    School Courses for the Exchange of Data (SCED) provides voluntary, common, comparable course codes for prior-to-secondary and secondary school courses. State and local education agencies use SCED to manage and compare course information, develop course catalogs, efficiently exchange coursetaking records, and standardize reporting. SCED is also used to facilitate education research. The National Forum on Education Statistics regularly updates SCED to reflect the changing needs of federal, state, and local education agencies, while maintaining the integrity of the SCED structure. This session will present an overview of the forthcoming SCED updates and discuss the SCED resources available to assist education agencies with SCED implementation and use.

    Complexity: Entry Level

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Top

  Room Location
A Palm Court Ballroom Lobby Level
B State Ballroom Lobby Level
C East Ballroom Lobby Level
D Chinese Ballroom Lobby Level
E Georgia Second Level
F Virginia Second Level
G Chinese Ballroom Second Level
H Pennsylvania Second Level