7–A: Common Education Data Standards (CEDS) in the Workforce
Jackie
Hughes, AEM Corporation
Peter Shay, Wisconsin
The Common Education Data Standards (CEDS) Workforce Workgroup kicked off in January 2023 with the goal of expanding the CEDS Workforce domain. During this session, the Workgroup members will share their experiences collaborating with peers to implement and improve data standards in the workforce ecosystem. We will highlight the workgroup's focus on elements necessary to improve workforce outcomes and their use of CEDS Tools to identify and adopt data standards for evaluating and comparing workforce data.
Topic: Data Standards
Complexity: Entry Level
7–B: Connecticut's P20 WIN Data Governance Toolkit
Katie
Breslin, Connecticut Office of Policy and Management
Coral
Wonderly, Connecticut Office of Policy and Management
Ashley
Dhaim, Connecticut Office of Policy and Management
An established governance structure is important and can strengthen partners and stakeholders' commitment. Connecticut's P20 WIN governance structure leverages partnerships with state agency leadership and researchers to streamline data sharing. Providing researchers and agencies with well-documented information about the data available for request, ensures that data requests become more efficient and achievable. Connecticut has developed an easy-to-navigate data dictionary utilizing open source software. In addition, we are in the process of documenting data landscapes so that requestors can better understand the strengths and limitations of the data and the context of which they were collected.
Topic: SLDS
Complexity: Intermediate Level
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7–C: Using State Longitudinal Data System Data to Understand Educational Inequities and Health Outcomes During the COVID-19 Pandemic in Pennsylvania
Alma
Vigil, Mathematica
Candy
Miller, Pennsylvania Department of Education
The Pennsylvania Department of Education and Mathematica will co-present on findings from an IES-funded study illustrating how we overcame COVID-19 challenges to data use. We started with the Pennsylvania Department of Education's statewide longitudinal data system (SLDS). We merged in data from a study-administered survey of local education agencies and two other Pennsylvania government agencies. Using this enhanced SLDS, we examine how remote learning was associated with student education and health outcomes in the state. We also share findings on the extent of decline and recovery in statewide proficiency rates and instructional strategies employed by LEAs during the COVID-19 pandemic.
Topic: Data Use
Complexity: Entry Level
7–D: Math Achievement Through Hawai'i's Education Pipeline
Keli
Houston, Hawaii P-20 Partnerships for Education
Diane
Yoshimura, Hawaii Department of Education
The University of Hawai'i (UH) and the Hawai'i State Department of Education (HIDOE) recently collaborated with other subject matter experts to better understand Hawai'i's student math achievement outcomes and predictors of those outcomes throughout the education-to-workforce pipeline. This session will discuss several key transition points along the pipeline through an equity-focused lens, include an overview of the goals that can support Hawai'i in addressing persistent inequities in mathematics performance, and engage participants in sharing strategies and suggestions of how to take action by using data.
Topic: Data Linking Beyond K-12
Complexity: Entry Level
7–E: Navigating with GPS: Indiana's New Graduates Prepared to Succeed Dashboard
John Keller, Indiana Department of Education
The Indiana Department of Education launched the Graduates Prepared to Succeed (GPS) dashboard in December 2022, showcasing metrics along a continuum preceding K-12 and following graduation from high school. Using this platform, our educators, families, and communities will be empowered to make informed decisions that help drive continuous improvement for students across the K-12 continuum. The development of Indiana GPS follows the enactment of House Enrolled Act 1514, passed in 2021 that directs IDOE and the SBOE to develop a school performance dashboard that promotes transparency and multiple student measures, including longitudinal measures. This presentation will provide a brief orientation to the site and the purpose for this shift in thinking about school performance.
Topic: Data Linking Beyond K-12
Complexity: Entry Level
7–F: Collaborative Solutions for P20W Research and Reporting: A Multi-State Solution
Antionette
Stroter, Virginia Department of Education
Tod
Massa, State Council for Higher Education/ Virginia
Glenn Meyer, Nevada Department of Education
Annette Pladevega Sablan, Commonwealth of the Nothern Mariana Islands
Virginia, Nevada, and the Mariana Islands share a common software solution to meet their P20W data-driven research and reporting requirements. Together, these three states represent a partnership model advancing the modernization of the shared solution for efficient data sharing and analysis of deidentified cross-agency data. The purpose of the P20W research and data governance model is to provide researchers, policy makers, and other stakeholders with a basis to evaluate the state population for specific purposes through research and reports. The methodology centers on the concept of connections between state agency populations to provide probabilistic and deterministic record intersections.
Topic: Data Linking Beyond K-12
Complexity: Entry Level
7–G: Examining Academic Equity Amidst the Pandemic: An Analysis of NAEP State Results During 2019–2022
Daniel
Loew, Optimal Solutions Group
Enis
Dogan, National Center for Education Statistics
Ebony
Walton, National Center for Education Statistics
Imer
Arnautovic, Optimal Solutions Group
During the period from 2019 to 2022, we witnessed an unprecedented decline in NAEP scores. These declines were particularly notable among students at the 10th percentile, exacerbating existing educational disparities. To shed light on this, we analyzed the variations in achievement "lags" – defined as the score difference between the 90th and 10th percentiles in NAEP - across states. By examining changes in mean scores and achievement "lags," we aim to identify states that have demonstrated resilience in promoting academic equity despite the challenges posed by the pandemic.
Topic: Data Use
Complexity: Intermediate Level
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7–H: Manage This! How LEAs and SEAs Can Ensure High Quality Civil Rights Data
Marshal
Fettro, AEM Corporation
Stephanie
Miller, U.S. Department of Education, Office of Civil Rights
Lauren
Jetty, AEM Corporation
The Civil Rights Data Collection (CRDC) is a universe collection of local education agencies (LEAs) on key education and civil rights issues in our nation's public schools. These data allow the public the opportunity to better understand access and barriers to educational opportunity at the early childhood through grade 12 levels. We will highlight important examples of data quality issues across CRDC subject areas and share techniques and strategies for data quality management. Discussion will also highlight new external validation efforts to investigate persistent issues within restraint and seclusion, offenses, and harassment or bullying. New and important updates to technical assistance documents and tools will be highlighted, particularly concerning the upcoming 2021–22 CRDC.
Topic: Data Quality
Complexity: Entry Level
7–J: CCD Fiscal Coordinators' Roundtable (part 2 of 2)
Christopher
May, Michigan Department of Education
Juan
Taveras, Rhode Island Department of Education
Jim
Long, Ohio Department of Education
Paul
Taylor, Montana Office of Public Instruction
This session is intended for State Fiscal Coordinators, individuals responsible for submitting NPEFS, F33, and SLFS surveys, and SEA staff involved in establishing accounting and financial reporting standards for LEAs.
Engage in an interactive discussion of various school finance reporting issues with your colleagues and fiscal coordinators in other states following the other Fiscal Data concurrent sessions. NCES and Census staff will also attend to hear your questions and concerns. Bring your questions and discussion topics, and be prepared to discuss current financial reporting issues including the reporting of COVID-19 revenue and expenditure variables, GASB updates, and school-level expenditure reporting.
This is a 2-hour session that begins in session 6-J and continues through session 7-J.
This session is intended for fiscal coordinators only.
Topic: Fiscal Data
Complexity: Intermediate Level
7–K: OSSE's Special Education Performance Report
Allison
Young, DC Office of the State Superintendent of Education
Setareh
Mahmoudi, DC Office of the State Superintendent of Education
Karen
Morgan-Donaldson, DC Office of the State Superintendent of Education
In school year 2021–22, eight percent of students with disabilities in public schools in D. C. scored proficient in English and six percent scored proficient in Mathematics on the statewide assessment. OSSE's Special Education Performance Report (SEPR) shifts the way LEAs are evaluated on special education from a focus on IDEA compliance toward measuring LEA performance on a wider array of special education metrics, including student progress. SEPR allows OSSE to identify the LEAs needing the most support and target resources. The LEA-level reports will be made public annually, providing families with information about how LEAs serve students with disabilities.
Topic: Data Use
Complexity: Entry Level
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