STATS-DC

3–A: 2022 Early Childhood Integrated Data National Study

Missy Coffey, Heuristic Strategies
Phil Sirinides, Pennsylvania State University

States continue to ask questions about the capacity needed to implement an ECIDS, as well as to sustain these systems over the long term. This session will share the results of the 2022 national study on ECIDS. Findings from this study examine the challenges and successes of states across all phases of ECIDS development and share the implementation capacity identified to help public agencies move from planning to operational use of an ECIDS for policy decisions. The researchers use the results to present strategies for staffing, technical development, use of existing state resources, funding, governance, and legislation for an ECIDS.

Topic: Data Linking Beyond K-12
Complexity: Intermediate Level

3–B: Strengthening the Colorado Educator Workforce Pipeline with GIS Mapping

Dale Lewis, R12 Comprehensive Center
Christina Lemon, R12 Comprehensive Center
Carolyn Haug, Colorado Department of Education

Districts across the United States are struggling with educator shortages and turnover now, more than ever. See how Colorado Department of Education in partnership with Region 12 Comprehensive Center collaborated to create a tool that visually connects Colorado educator workforce data that provides valuable insights into district educator shortages, educator preparation program enrollment and completion, district retention and attrition, and other contextual demographic and economic data. The GIS map and supplementary data support the exploration of how place influences educator shortages and the development and implementation of recommendations and plans to strengthen Colorado's educator workforce pipeline.

Topic: Data Use
Complexity: Entry Level

Download Zipped PDF Presentation:

• Strengthening the Colorado Educator Workforce Pipeline_508 (3.47 MB)

3–C: A Study in Equity: Oregon's Ninth Grade Transition

Kathleen Scalise, University of Oregon
Keith Zvoch, University of Oregon
Chris Loan, University of Oregon
Anwesha Guha, University of Oregon
Dan Farley, Oregon Department of Education

Using Oregon's state longitudinal data system, we investigated outcomes on the state's 9th grade on-track metric. After the passage of Oregon's Measure 98, schools implementing key aspects of a 9th grade high school success coaching model experienced a positive change in 9th grade on-track to graduate (9G-OTG) rates. In contrast, non-implementing schools did not. By 2018–19, the continued increase in 9G-OTG rates for partial and full implementing schools, coupled with the drop in 9G-OTG rates for nonimplementing schools, resulted in statistically equivalent 9G-OTG rates across school types. Covariates of non-White and economically disadvantaged did not change pattern of results.

Topic: SLDS
Complexity: Intermediate Level

3–D: Data Road Trip? Don't Forget to Pack the Arts

Melissa Menzer, National Endowment for the Arts (NEA)
Elise Christopher, National Center for Education Statistics
Jill McCarroll, National Center for Education Statistics

The National Endowment for the Arts (NEA) and National Center for Education Statistics (NCES) will lead a conversation on their shared interest in collecting, analyzing, and disseminating statistics and information on the condition and impact of arts education and participation for youth and adults. We will cover 1) the how and why arts information and data are collected, as related to engagement in school, community engagement, and labor force outcomes; 2) NCES and NEA study data on arts participation/engagement; 3) how arts education data can be used; and 4) sources of research grant funding for nonprofit organizations and state/local governments.

Topic: Data Linking Beyond K-12
Complexity: Entry Level

3–E: Learner and Employment Records (LERs) and Open Source Resources

Joshua Marks, Public Consulting Group (PCG)
Tracy Korsmo, North Dakota Information Technology
Greg Nadeau, Public Consulting Group

North Dakota is completing phase five of its Learner and Employment Record (LER) work under a National Governor's Association grant. Earlier phases resulted in the application of 1EdTech CASE and CLR data standards, integration of Credential Engine (CTDL), and development of the Open Credential Publisher to transmit high school transcripts and stackable micro-credentials to digital wallet holders. The next phase of work will include an important new project called Open Awarding Service to award skill and competency-based digital verifiable credentials aligned with labor market needs. This session will include a summary of what has been accomplished and include an open invitation to states, technical providers, and other stakeholders to collaborate.

Topic: Data Standards
Complexity: Intermediate Level

3–F: Using Data to Understand Workforce Trends in K-12 Education: Three States Share Their Stories

Avram Bourdeau, Office of Superintendent of Public Instruction
Steven Mueller, Office of Superintendent of Public Instruction
John Keller, Indiana Department of Education
Marjory Palius, Rutgers University (NJ)
Teresita Munkacsy, New Jersey Department of Education
Suma Pendota, New Jersey Department of Education

Ensuring that K-12 schools are adequately staffed with well-qualified teachers to meet the learning needs of all students is a challenge faced by states throughout the nation. Three states – Indiana, New Jersey, and Washington – each have taken a different approach towards using data to address concerns about teacher staffing. Indiana is using available data to build visualizations to support the exploration of staffing patterns and generate insights about how statewide patterns vary at the local level. New Jersey is building off prior work to create a K-12 data model for analyzing administrative data across states by expanding it to identify relevant elements from the Post-Secondary and Workforce domains to develop a replicable Teacher Workforce report. Washington is synergizing use of disparate data sources to look for actionable insights into educator retention rates and what the data reveals about educators who leave their positions, school, or the profession entirely, to understand local trends and inform policy decisions. In this session, presenters from each state will share an overview of their data use initiative, the key drivers for undertaking the data analysis, the main challenges with the data, the lessons learned thus far, and the next steps that will be taken to advance the work.

Topic: Data Use
Complexity: Entry Level

3–G: Forum Guides to Data Quality and Data Literacy

DeDe Conner, Kentucky Department of Education
Peggy Jones, Pasco County Schools (FL)
Scott Gausland, Rhode Island Department of Elementary and Secondary Education

This session will highlight two National Forum on Education Statistics (Forum) resources that address timely topics related to effective data management and use. The Forum Guide to Data Quality provides best practices from districts and states for maintaining quality data as these agencies regularly review and revise their methods for working with data, as well as their expectations for all staff who are responsible for education data and its quality. The forthcoming Forum Guide to Data Literacy provides information to help education agencies promote a better understanding of education data by building data literacy skills among educators and other stakeholders.

Topic: Data Quality
Complexity: Entry Level

Download Zipped PDF Presentation:

• Forum Guides to Data Quality and Data Literacy (6.15 MB)

3–H: Show Me The Cyber: Help Me, Help You... Increase Cybersecurity Together

Ross Lemke, Privacy Technical Assistance Center
Frank Miller, U.S. Department of Education
Nathan Miller, Georgia Department of Education

It's a hostile Internet out there for education agencies and schools. It's a struggle to stay ahead of the threats and protect your own data systems let alone have the time and resources to spread around, but what if I were to tell you that cybersecurity is a team sport? You may be superstar cyber-athletes, but if your partner schools and the rest of your digital ecosystem have problems... so do you. In this session, we will look at how we are vulnerable as a community and speak to ways that SEAs can build trust, capabilities, and cyber-resilience across their digital communities. From threat sharing and joint cybersecurity teams to shared resources and regional cooperation, we'll explore some of the ways we can come together secure systems and data. BOOYA!!! touchdown!

Topic: Data Privacy
Complexity: Intermediate Level

3–J: School-Level Finance Survey (SLFS) Fiscal Coordinator Training

Stephen Wheeler, U.S. Census Bureau
Stephen Cornman, National Center for Education Statistics
Osei Ampadu, U.S. Census Bureau
Laura D'Antonio, U.S. Census Bureau

This training session for Common Core of Data (CCD) state fiscal coordinators only will review topics related to the School-Level Finance Survey (SLFS) and submitting data files to fulfill the new mandatory obligation for states to submit school-level finance data beginning with the fiscal year 2022 collection. Fiscal coordinators will be given an overview of the data submission process along with examples of data submissions for the SLFS, and staff from NCES and the U.S. Census Bureau will be on hand to answer questions about the SLFS and the requirements for participation in the survey.

This session is intended for fiscal coordinators only.

Topic: CCD
Complexity: Intermediate Level

Download Zipped PDF Presentation:

• School-Level Finance Survey (SLFS) Fiscal Coordinator Training (1.01 MB)

3–K: EDFacts, Common Core of Data (CCD) Nonfiscal Coordinators and IDEA Part B Data Managers Training (part 1 of 3)

Liz Fening, National Center for Education Statistics

This session will focus on important updates for state EDFacts, CCD Nonfiscal Coordinators, and Part B Data Managers. Topics this year will include Modernization (technical and operational), how ED will use data quality results for SY22–23 (including data notes) in place of legacy data quality processes that were used through SY21–22, and plans for publication of data in the system as of the due date. The new system and processes encourage and support data governance, including strong coordination across technical and subject matter experts within the State Education Agencies. The EDFacts track provides an excellent opportunity for states to collaborate as well as talk directly to ED staff from the EDFacts team and other ED program offices in attendance. The EDFacts Partner Support Center (PSC) will also be represented and will help facilitate face-to-face interaction.

This is a 3-hour session that begins in session 3-K and continues through sessions 4-K and 5-K.

Topic: Data Management
Complexity: Intermediate Level