10–A: Building a More Diverse Educator Workforce: Data Collection Strategies for Districts
Saroja
Warner, REL Mid-Atlantic/WestEd
Tanisha
Davis, New Jersey Department of Education
Jackie
Peng, REL Mid-Atlantic/WestEd
Eli
Trenado, New Jersey Department of Education
In this session, REL Mid-Atlantic staff and partners from Office of Recruitment, Preparation, and Recognition at the New Jersey Department of Education will share insights gleaned from coaching districts in the state to engage in data-informed continuous improvement aimed at recruiting and hiring more teachers of color. Participants will learn about the challenges experienced by districts in New Jersey related to data collection and analysis activities and opportunities SEA leaders can leverage to assist LEA leaders in managing and addressing data issues as they work to increase educator diversity.
Topic: Data Collection
Complexity: Intermediate Level
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10–B: Reducing the Sustaining Costs for the SLDS Data Highway
Abhishek
Das, Nebraska Department of Education
Edward
Comer, Student1
Nebraska collects granular data for their SLDS via school-year-specific operational data stores (ODS) which are populated by the districts' vendors. To unify the data across these yearly databases and to lower the sustaining costs of the data pipeline, the Nebraska Department of Education developed a Longitudinal Data Store (LDS) whose schema and loaders are generated based upon the ODS schema. The approach provides a single database source for downstream data marts, reports, and visualizations.
Topic: SLDS
Complexity: Intermediate Level
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10–C: Resources to Support P20W Data System Development
Sean
Cottrell, DISC @WestEd
Ryan
Estrellado, CA C2C
Kathy
Booth, WestEd
Many states are seeking to expand access to data, engage a wider range of users, streamline legal agreements, and strengthen security for their P20W data systems which is generating new strategies for solving common implementation problems. This presentation will share some of these approaches, based on on-the-ground work conducted by WestEd in a dozen states. Using California's cutting-edge implementation as one exemplar, we will share how other states are solving similar challenges. You will leave with links to free resources that can support work in your own state.
Topic: Data Linking Beyond K-12
Complexity: Intermediate Level
10–D: CEDS Open-Source Community Hands-On
Duane Brown, Common Education Data Standards
Laptops open and ready! In this session we will walk through the CEDS Open Source Community (OSC) resources. If you come with Microsoft SQL Server Management studio installed, you can follow along and create the CEDS artifacts locally on your computer. If you're not as technical, you will still benefit from a walkthrough of the OSC and its various resources available free and open-source to any stakeholder.
Topic: Data Standards
Complexity: Intermediate Level
10–E: U.S. Program for the International Assessment of Adult Competencies Small Area Estimation and Skills Map
Holly
Xie, National Center for Education Statistics
Benjamin
Schneider, WeStat
The PIAAC survey data alone are not sufficient to produce reliable estimates for adult skills in literacy and numeracy for counties and states. Small area estimation (SAE) modeling combined PIAAC and external data to estimate proficiency measures for states and counties, and age and education groups within states. This session will give an overview of PIAAC, including the survey results and the methodology used to produce estimates within states and counties, and present the PIAAC Skills Map, which is an interactive data tool where users can explore county and state summaries as well as compare areas using statistical testing.
Topic: Data Use
Complexity: Intermediate Level
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10–F: Leveraging Early Literacy EWS Data in the CNMI: Insights and Enhancements
Annette
Pladevega, Commonwealth of the Northern Mariana Islands Public School System
Erin
D'Amelio, REL Pacific
Ignacia
Demapan, Commonwealth of the Northern Mariana Islands Public School System
Paulette
Tomokane, Commonwealth of the Northern Mariana Islands Public School System
In this presentation, we will explore lessons learned from utilizing an early warning system in reading for elementary schools and the modernization of data processes to develop a robust platform. We will begin by discussing the importance of data-driven approaches in education and the challenges educators face in identifying struggling students. Next, we will delve into the implementation of the early warning system, highlighting its key features, including data collection, analysis, and intervention strategies. We will then share the successes achieved and the challenges encountered during the implementation phase. Finally, we will discuss how the CNMI's Longitudinal Data System modernizes data processes, focusing on how we transformed our methods to build a comprehensive platform. Overall, we intend to offer valuable insights for a broader education stakeholder audience.
Topic: Data Use
Complexity: Intermediate Level
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10–G: Highlights from the Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS)
Samantha
Burg, National Center for Education Statistics
Saida
Mamedova, American Institutes for Research
The Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS) was conducted in the United States in 2016 with young adults, approximately 19 years old, who had participated in PISA 2012 when they were in high schoolat approximately age 15. This presentation will examine how skills, employment, and education outcomes at age 19 are related to individuals' competencies in high school. It is intended to serve as an example of using multiple data sources in longitudinal research and to inform the discussion on education and employment pathways.
Topic: Data Linking Beyond K-12
Complexity: Entry Level
10–H: Measuring Poverty for Title I Allocations
Carolyn
Gann, U.S. Census Bureau
Lauren
Kirsch, 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 the number of school-age children in poverty within the most up-to-date school district boundaries. This presentation will describe the School District Review Program's annual school district boundary update and the Small Area Income and Poverty Estimates program's modeling techniques, which are combined to produce estimates of poverty for all 13,000+ U.S. school districts each year.
Topic: Data Collection
Complexity: Entry Level
10–J: Virginia and the EdTech Evidence Exchange: Research to Gather Data for Decision-Making on Mathematics Technology
Christine
Tomasik, InnovateEDU
Susan
Clair, Virginia Department of Education
Tina
Mazzacane, Virginia Department of Education
Many educators recognize the potential value in using data to inform decision-making, but when it comes to decisions around EdTech, it is often difficult to find high-quality data or know how to use it to make decisions. The Virginia Department of Education's Office of STEM and Innovation partnered with the EdTech Evidence Exchange to systematically collect high-quality, relevant data about math EdTech use among Virginia educators. We will discuss how that data is guiding EdTech decision-making processes at the state and local levels to ensure districts serving high-poverty communities select and use tools in ways that maximize educational impacts.
Topic: Data Use
Complexity: Entry Level
10–K: Using Data to Identify Equity Gaps in Education
Jameela
Conway-Turner, American Institutes for Research
Kyle
Fagan, American Institutes for Research
Students learn best when they feel physically and emotionally safe, connected to school, academically challenged, and respected by adults; however, many students, especially students of color, report that they do not feel safe and supported at school. REL Midwest is partnering with Ohio school districts to develop, test, and refine the Making Equitable Schools Audit (MESA) approach. This data-informed approach for high schools focuses on improving student sense of belonging by reducing the use of exclusionary discipline policies and practices that inequitably affect students of color and students receiving special education services. The MESA approach supports teams of school leaders in using data to identify potential sources of disparate discipline referrals and to implement policies and programs that equitably address student needs. Through the MESA approach, REL Midwest, school staff, and community members engage in an equity audit to review school-level data, examine and interpret data to identify equity gaps, develop key findings across different data sources, and prioritize findings to inform action planning.
In this presentation, the team will discuss successes and challenges related to requesting and obtaining equity data. The team will also discuss strategies to bring a diverse group of partners together to discuss equity-related data. Kim Sabetta, from Ellet Community Learning Center in Akron, will discuss the challenges of using data to review school-level data and identify equity gaps.
Topic: Data Linking Beyond K-12
Complexity: Intermediate Level