STATS-DC

10–A Using Data - A Multi-Stakeholder Approach

Caitlin Davis, New Hampshire Department of Education
Mike Schwartz, New Hampshire Department of Education
Melissa Valence, New Hampshire Department of Education

Learn about the multi-tiered approach New Hampshire has implemented to facilitate the use of data. Teachers can get data with the required detail to inform instructional practices. A new iPlatform allows legislators, parents, researchers, and the public to access disaggregated data looking for correlations and comparisons. Parents will receive student level results electronically in a timely manner. Learn about the tools providing this access as well as an approach to provide data coach support to schools and districts. We will share lessons learned and we look forward to an interactive exchange.

Complexity: Entry Level

10–B Data Privacy Resources

Whitney Phillips, Utah State Board of Education
Jessica Kallin, Utah School Board of Education

This session will provide SEA and LEA leaders with multiple resources that will help improve student data privacy. Resources include data sharing agreement templates, model data governance plans, model data breach response and notification plans, training videos, guidebook, etc.

Complexity: Intermediate Level

Download Zipped Adobe Presentation:

• Data Privacy Resources (2.93 MB)

10–C Enhancing Data Quality through Standard Processes and Internal Checks: A Practical Guide for Programmers and EDFacts Coordinators

Kayan Lewis, Texas Education Agency

This presentation will outline practical steps that states can take to ensure quality EDFacts data. Data quality is ensured by processes that are transparent, adhere to standard rules and definitions, and follow logical assumptions about the data. Applying these tenets ensures that data are valid and usable. Because Texas is home to 5.4 million students, 1,200+ local education agencies, and 9,500+ schools, our data processing must be automated, standardized, and well-documented so data quality is apparent to the users. Attendees will get an easy-to-implement checklist that programmers and EDFacts coordinators can use to ensure the high-quality data ED requires.

Complexity: Entry Level

10–D Public Library Data and Information

Lisa Frehill, Institute of Museum and Library Services
Marisa Pelczar, Institute of Museum and Library Services

This session presents information about two datasets: (1) the Public Libraries Survey (PLS), which gathers data annually from more than 9,200 public libraries; and (2) the State Library Administrative Agency (SLAA) Survey, which provides insights about how each of the 50 U.S. states and the District of Columbia support libraries across sectors.

This session will show how to access and use the data and information included in supplementary tables and reports including use of a Search and Compare tool. Descriptive metrics derived from the data will be reviewed.

Complexity: Entry Level

Download Zipped Adobe Presentation:

• Public Library Data and Information (1.96 MB)

10–E Title I Allocations

Carolyn Gann, U.S. Census Bureau
William Sonnenberg, National Center for Education Statistics
Max Hutchinson, U.S. Census Bureau

For over 50 years, Title I of the Elementary and Secondary Education Act has provided federal funding to low-income school districts. NCES partners with the U.S. Census Bureau to estimate child poverty within the most up-to-date school district boundaries. This presentation will describe the current allocation process, the model-based procedures used to create school district level poverty estimates, and the annual school district boundary update through the School District Review Program.

Complexity: Entry Level

10–F Data Sharing 101: Is Your Research Process FERPA Compliant?

Sean Cottrell, U.S. Department of Education
Ross Lemke, U.S. Department of Education
Eric Gray, U.S. Department of Education

Join the Privacy Technical Assistance Center experts on a deep dive in to the world of FERPA exceptions. This session will explore the Audit/Evaluation and Studies exception under the Family Education Rights and Privacy Act and help you decide how best to structure your next research project to be compliant with the law! This session will also discuss requirements and best practices for developing written agreements under both of these commonly-used exceptions.

Complexity: Entry Level

10–G Successful Partnerships to Support Educator Quality Data Use

Orman Feres, U.S. Department of Education
Corey Chatis, Statewide Longitudinal Data Systems State Support Team
Monica Young, AEM Corporation

Over the last several months, teams across the Teacher Quality Programs (TQP) office and the SLDS program office have supported grantees as they design integrated data systems and modules for use by teachers. During this session, learn how TQP grantees benefited from the collaboration and partnership efforts between the TQP TA Center and the SLDS State Support Team to ensure grantees’ data system infrastructure is built and used in ways that directly support the grant objectives. This partnership demonstrates a shift in approach to providing collaborative on-site TA that can be scaled more broadly to support other LEAs, SEAs, and partnering organizations. Learn how you and your organization could benefit from collaboration efforts.

Complexity: Entry Level

Download Zipped PowerPoint Presentation:

• Successful Partnerships to Support Educator Quality Data Use (1.00 MB)

10–H The AD for ED: Brands in Higher Education and the Impact on University Choice

Galit Eizman, Harvard University
Alice Ruichen Wang, Renmin University of China

What influences higher education choices? In this paper we examine the relationship between brand names, university choice and willingness to pay for branded institutions. Using randomized control trial and revealed preferences method, we offer participants detailed information about selected universities, require them to select their preferred university, and give a donation, or purchase merchandise of this institution - with or without knowing the university name. The results provide a fascinating evidence for the statistically significant difference between the choices made by treatment and control groups. These results indicate a possible mismatch and off-equilibrium situation in the current higher education market.

Complexity: Intermediate Level

10–J The Relationship between the Every Student Succeeds Act (ESSA) Expenditures per Pupil Reporting Provision and the Newly Expanded School-Level Finance Survey (SLFS)

Stephen Q. Cornman, U.S. Department of Education
Christopher May, Michigan Department of Education
Tammy Lehmen, Missouri Department of Education
Tyler Backus, Maine Department of Education
Ralph Fortunado, Washington Office of Superintendent of Public Instruction

There is a new requirement under the Every Student Succeeds Act (ESSA) for states and local education agencies (LEAs) to add to their annual report cards “the per-pupil expenditures of Federal, State, and local funds, including actual personnel expenditures and actual nonpersonnel expenditures of Federal, State, and local funds, disaggregated by source of funds, for each local educational agency and each school in the State for the preceding fiscal year.” (§1111 (h)(1)(C)(x) and (h)(2)(C)).

Panelists from NCES and the Census Bureau will summarize the ESSA provision on reporting expenditures per-pupil at the LEA and school levels; review new guidance on ESSA from the U.S. Department of Education (ED); describe variables within the newly expanded School-Level Finance Survey (SLFS) that make the survey directly analogous to reporting under ESSA, and describe the challenges encountered in collecting school-level finance data and the response of state education agencies (SEAs), the Census Bureau, and ED to surmount those challenges.

The state coordinators will discuss the changes in internal processes and accounting standards necessary to collect and report school-level finance data, training of school and school district staff as related to school-level finance reporting, and methods for displaying school-level finance data on the ESSA report cards. The coordinators will also discuss their states’ current progress in developing complete and consistent school-level reporting procedures, including obstacles and lessons learned while developing these procedures.

Complexity: Intermediate Level

10–K Standards That Work Together - Yes, You Read That Correctly!

Jill Aurand, Nebraska Department of Education
Sayee Srinivasan, Ed-Fi Alliance
Tricia Farris, AEM Corporation

In October 2018, v0.1 of Generate Plug was released on the Ed-Fi Exchange. Since then, AEM corporation and the Ed-Fi Alliance have been working with the Nebraska Department of Education to operationalize that application and enable EDFacts reporting with the aid of Generate.  This session, which is version 2.0 of last year’s overview of the Ed-Fi Generate Plug-in session, will provide an update of and progress on the work as well as a demonstration of the functionality. Bring your questions, your curiosity, and your excitement for easing the burden of federal reporting.

Complexity: Entry Level