STATS-DC

11–A: Challenges and Solutions in Using 500 GB of Extant Data for Research Purposes
https://youtu.be/ZHtBqKMtbVw

Dan Black, University of Chicago Harris School of Public Policy
Debbie Kim, NORC at the University of Chicago
Stephen Schacht, NORC at the University of Chicago
Jennifer Hamilton, NORC at the University of Chicago
Eric Kleppen, Infinite Campus

When using large scale and complex extant data for research purposes, there will invariably be challenges. This presentation will describe how we addressed challenges of data privacy, structure, linking, and analysis using complex data from Infinite Campus (IC) to answer research questions of national importance. NORC and IC have harnessed the power of IC's Student Information and Learning Management System to better understand the effects of COVID on the learning trajectories of 4 million high school students. Data include course enrollment, household characteristics, attendance, and achievement. In short, the data's scale, complexity, and level of detail are unprecedented, presenting an exciting opportunity to advance educational research. This first-of-its-kind access came with challenges. These included crafting a computing environment that facilitates secure and privacy-preserving access to sensitive data, using machine learning to impute missing SCED course codes, harmonizing data across states and districts, and linking to other data sources (ex. U.S. Census). NORC and IC worked together to successfully create a research infrastructure that allows large scale complex administrative data to be used to provide actionable insights to education stakeholders.

Topic: Data Use
Complexity: Intermediate Level

11–B: Advancing Education Through the Community of Innovation
https://youtu.be/oZk0IZjt11Y

Tricia Farris, AEM Corporation
Adam Leonard, Texas Workforce Commission
Dean Folkers, CCSSO

The Community of Innovation is dedicated to developing reusable solutions and public good products and approaches to accelerate progress of State P-20W+ modernization efforts, with a focus on strengthening capabilities across process, policy, and technology. Join us to hear about how we are working to align the market around common language, methodologies, and technical approaches to enable innovation and scale for states as they wrestle with modernizing their systems and developing analytics related to diversity, equity and inclusion. We will share the resources and tools we have created during our first year as well as highlight what is on the horizon for our community.

Topic: Data Use
Complexity: Entry Level

11–C: Data Certification for the Real World – Make Certification Simple for Your LEAs
https://youtu.be/vQnwcsR5LX8

Ariana Bauer
John Paul, Wyoming Department of Education
Aziz Elia, CPSI

Join John Paul from the Wyoming Department of Education (WDE) as he discusses the state's exciting new District Data Certification process and user tools. John and WDE are leveraging the combination of an Operational Data Store (ODS) and Transactional Data Store (TDS) so that districts can automatically get all of the data they need for certifications. Changes in the data are automatically tracked as well. The new Data Certification tool gives users an automated and manual mode to do the work with their data throughout the certification period. In automatic mode, users only have to review changes that are automatically tracked in real-time from their SIS. The manual mode offers users a way to manage data that cannot come from their SIS or cannot be changed in their SIS. Users can easily switch between modes throughout the course of the certification period.

Topic: Data Collection
Complexity: Entry Level

11–D: 5 Analyses States and Districts Can Run on ESSER
https://youtu.be/YIIlGSZlFVI

Tyler Backus, Edunomics Lab
Jessica Swanson, Edunomics Lab
Courtney Schaafsma, Indiana Department of Education
Bo Yan, Jefferson County Public Schools

SEAs now have access to reams of data on how $190B in ESSER funding is being spent. How are they using that data? This session will cover 5 analyses that states and districts can do to help ensure systems leverage these dollars to do the most for students while avoiding a fiscal cliff. We'll share examples from some states that are using the data to inform effective spending and fiscal sustainability.

Topic: Fiscal Data
Complexity: Entry Level

11–E: How Evidenced-Based Decision Making Helps Leaders Focus on Learning Recovery
https://youtu.be/vWWZnePB1IU

Kirsten Baesler, Department of Instruction
Chris Neale, Department of Elementary and Secondary Education
Jeni Corn, North Carolina Department of Public Instruction
Melody Schopp, SAS

Studying the long-term effects of the COVID-19 pandemic on student, educator, and school outcomes through quantitative research is imperative to helping education leaders allocate funding and resources. As states absorb COVID-19 Impact Analysis Reports on student learning they are gaining a better understanding of which students were affected the most, helping to guide decisions on spending ESSER funds, curriculum, differentiated instruction, educator support, and recovery programs. The states used the statistical modeling of comparing student's expected score to their actual score for the 2020-21 assessment. First, students' prior assessment data was used to establish an expected score on future assessment. The expected score was then compared to the results of assessments administered in the 2020-21 school year. The difference between the expected and actual scores provides an estimate of the impact of the pandemic. Learn from three states, North Carolina, North Dakota, and Missouri as they share the data used for the analysis, how they compared that data, practical examples of outcomes and unexpected findings from the data and how that information is critical to designing successful recovery strategies with diversity, equity, inclusion, and accessibility top of mind.

Topic: Data Use
Complexity: Entry Level