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Concurrent Session IV Presentations

Wednesday, August 2, 2017
9:00 am – 10:00 am

IV-A Federal K–12 Data at Your Fingertips

Rachel Hansen and Maura Spiegelman, National Center for Education Statistics
Stephanie Nevill, RTI International

The National Center for Education Statistics (NCES) is responsible for maintaining and providing public access to vast stores of student and school data. NCES’ DataLab online tools (QuickStats, PowerStats, and TrendStats) provide users with an intuitive drag-and-drop workspace in which they can use various survey datasets to create complex tables and regressions. This demonstration will teach participants how to use the Schools and Staffing Survey (SASS) in QuickStats and PowerStats to quickly and easily answer research questions related to K–12 education. Using SASS, researchers can answer questions related to teacher demand, teacher and principal characteristics, general conditions in schools, principal and teacher perceptions of school climate, teacher compensation, district hiring and retention practices, and much more! TrendStats, the most recent addition to DataLab, allows users to create custom trend tables using like variables from different survey administrations. The TrendStats demonstration will highlight the School Survey on Crime and Safety (SSOCS), which offers researchers an opportunity to identify and track trends in America’s K–12 schools regarding topics such as the number of violent incidents, bullying and cyberbullying, school security, disciplinary problems and actions, frequency of hate and gang-related crimes, and many other issues related to school crime.

Complexity: Entry Level

IV–B Balancing Privacy and Transparency: Disclosure Avoidance for Public Reporting

Benjamin Ferraro, U.S. Department of Education
Julia Bloom-Weltman, AEM Corporation

This presentation will provide a sample set of scenarios for developing and using disclosure-avoidance methodologies. The presenters will discuss how complementary suppression and blurring methods can be applied to public reports, such as state report cards. The presenters will also review guidance for determining an appropriate N-size and examine the application of the Family Educational Rights and Privacy Act (FERPA) to state report card elements.

Complexity: Intermediate Level

IV–C Privacy Mask or Patch?

Bradley McMillen, Wake County Public School System (NC)
Jill Stacey, Colorado Department of Education
Glynn Ligon, ESP Solutions Group

Do we mask personally identifiable data or just apply a patch that allows someone to pirate personally identifiable information (PII)? How do we comply with laws requiring public description of the PII we collect? Does that expose too much? Too little? Are we deidentifying to the extent that researchers cannot perform meaningful analytics? This session will present the contrasts among perspectives of state education agencies (SEAs), local education agencies (LEAs), researchers, and vendors of PII collection, protection, and representation. What if almost anything can be conditionally PII? Colorado will demonstrate its legally required website. Wake County (North Carolina) will discuss managing PII for internal use, public reporting, and external requests.

Complexity: Intermediate Level

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IV–D A Tense Marriage: Governing the Relationships Among Data Interoperability, Security, and Privacy

Larry Fruth, A4L Community
Theodore Hartman, Howard County Public Schools (MD)
Laura Hansen, Metropolitan Nashville Public Schools (TN)
Steve Smith, Cambridge Public Schools (MA)
Steve Setzer, Kimono
Alex Jackl, Bardic Systems

Digital governance is a framework for establishing accountability, roles, and decisionmaking authority for an organization’s digital ecosystem and assets. How do we balance the needs to support our students and teachers, to be responsible for giving the very best education, and to manage our work while carefully maintaining the appropriate barriers and privacy protections for our students? Many are talking about this, but this tension is solved at a level of detail that becomes complicated very quickly. At this session, hear from district stakeholders playing a critical role in answering this question.

Complexity: Intermediate Level

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IV–E A 100-Meter Sprint or a Marathon: How Three Different Harvard Data Fellows Run With Data

Jack Byrd, Fort Wayne Community Schools (IN)
Alyssa Reinhart, Syracuse City School District (NY)
Benjamin Levinger, Prince Georges County School District (MD)
Elissa Seto, eScholar

Harvard Data Fellows play many roles in education agencies across the country and lead different projects that are focused on using data to help improve student outcomes. These projects range from developing strong data foundations to measuring student growth for teacher evaluation to creating early warning systems. This moderated panel discussion will take attendees through three Data Fellow alumni’s various projects; the results, challenges and successes; and how they built relationships within the agency and with other Fellows.

Complexity: Entry Level

IV–F Linking Data to Support Success for Students in Foster Care

Elizabeth Dabney, Data Quality Campaign
William Henderson, District of Columbia Office of the State Superintendent of Education
Megan Fletcher and Heather Stowe, District of Columbia Child and Family Services Agency
Kathy McNaught, American Bar Association, Center on Children and the Law

By sharing quality data, state education and child welfare agencies can work together to improve educational outcomes for students in foster care. States need to securely link foster care and K–12 data to ensure that students in foster care are supported throughout their education with access to a full range of educational opportunities. Join the Data Quality Campaign (DQC), the American Bar Association Center on Children and the Law, and representatives from education and child welfare agencies in Washington, DC, to learn about creating a shared vision, defining roles and responsibilities, and taking other steps to facilitate linkages and improve data quality for both agencies.

Complexity: Intermediate Level

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IV–G Your State Data Center: The Census Bureau’s Premier Local Partner

Gregg Bell, The University of Alabama

Although the U.S. Census Bureau is perhaps most widely known for its Decennial Census, it also collects and maintains a vast—and often bewildering—array of annual data. To help navigate these wide-ranging data offerings, the U.S. Census Bureau’s State Data Center Network, comprised of lead agencies from each state, the District of Columbia, Puerto Rico, and the Island Areas, and a nationwide network of 1,400 affiliates, strives to meet the nation’s information needs through the dissemination of demographic and economic data to academic institutions, businesses, and private citizens. This session will discuss both the U.S. Census Bureau’s data offerings and assistance available through the State Data Center Network and will offer insight on how to make the most of these resources.

Complexity: Entry Level

IV–H Forum Guide to Collecting and Using Attendance Data

Jan Petro, Colorado Department of Education

The National Forum on Education Statistics (Forum) is developing a new resource, the Forum Guide to Collecting and Using Attendance Data to promote the accurate collection and effective use of attendance data at the state and local levels. This presentation will explain why high-quality attendance data matter, review common challenges to collecting accurate and comparable attendance data, and discuss practical strategies and best practices based on real-world examples. The presentation will also provide information on tools available in the new guide, including attendance data categories and role-specific tip sheets for state and local education agency staff.

Complexity: Entry Level

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IV–I One Team for Education: How Well-Implemented Standards Connect Us and Drive Impact, Outcomes, and Value

Satish Pattisapu, Arizona Department of Education
Sayee Srinivasan and Troy Wheeler, Ed-Fi Alliance
Roger Archbold, Microsoft

The Arizona Department of Education, Ed-Fi Alliance, and Microsoft will share how well-implemented data standards and underlying enterprise data architectures can result in tremendous benefits and returns, whether measured in dollars and return on investment or in other such ways as interoperability gains, data quality improvements, program effectiveness, and data with immediate value in the classroom. Real-time or near real-time data is not only possible, it’s happening, and it’s benefiting learners, educators, administrators, parents, taxpayers, vendors, and all manner of stakeholders!

Complexity: Intermediate Level

IV–J Supporting the Demand for College Readiness Data in the Pacific: Connecting K–12 and College Data in the Absence of a Statewide Longitudinal Data System (SLDS)

Daisy Carreon, Regional Educational Laboratory Pacific at McREL

This presentation will address Regional Educational Laboratory (REL) Pacific’s college and career readiness studies in the Commonwealth of the Northern Mariana Islands, which linked high school and college data to predict assignment to developmental or credit-bearing coursework. These studies increased demand for data spanning from K–12 through college, even in the absence of a statewide longitudinal data system (SLDS). This session will also examine how coaching supports the linking of high school and college data. The demand for linked data and the analyses that linked data allow may drive stakeholders’ efforts to acquire an SLDS at the high school level and collaborate, across K–12 and college, on data standards and use.

Complexity: Entry Level


  Room Location
A Palm Court Ballroom Lobby Level
B State Ballroom Lobby Level
C East Ballroom Lobby Level
D Chinese Ballroom Lobby Level
E Virginia Second Level
F South Carolina Second Level
G Rhode Island Second Level
H Pennsylvania Second Level
I Massachusetts Second Level
J New York Second Level