Download or read book Implement Improve and Expand Your Statewide Longitudinal Data System written by Jamie McQuiggan and published by John Wiley & Sons. This book was released on 2014-01-28 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Step-by-step guidance for implementing an effective statewide longitudinal data system Every U.S. state faces challenges in its efforts to ensure the highest-quality education for students. To address these challenges, a growing number of states are establishing statewide longitudinal data systems (SLDSs), a data-rich system integrating relevant data about a student's education. Implementing Statewide Longitudinal Data Systems for Education presents a detailed and contextualized discussion of SLDSs, which will serve as a recipe for states that want to implement an SLDS, develop design and enactment of new and existing SLDS systems, addressing implementation, operation and optimization. Provides a contextualized discussion of the history and purpose of SLDSs Describes how to plan for and implement an SLDS, including best practices regarding data governance, standards and privacy Discusses proven methods of data management, and details the two most popular methods of database architectures used for SLDSs Provides 5 case studies of states successfully using SLDSs Offers suggestions for expansion and inclusion of new datasets over time This essential book addresses the culture of data concept, providing a guide for states to usher in a new era in their education system where data is invaluable and used by everyone, not simply the newest version of the old system. A robust LDS initiative includes linked student records, teacher records, test scores, course selection, finances, certifications, licensure, salary and more. Concluding with a discussion of the potential future uses of SLDS, this book is the ultimate guide to SLDS implementation and understanding.

Download or read book Implementing Statewide Longitudinal Student Data Systems written by Dorothea Anagnostopoulos and published by . This book was released on 2011 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing accurate and useful information on student achievement is a rising challenge for state educational agencies. With the passage of the No Child Left Behind Act (NCLB) in 2001, such challenges have become more pressing. A centerpiece of the educational accountability movement, NCLB has prompted states to improve their reporting on student outcomes. Although not mandated by the law, in recent years states have actively moved to revamp their student data systems (SDS) to better address both federal mandates and inform local stakeholders. Many states now utilize unique statewide student identifiers and seek to collect longitudinal data on students' progress throughout their K-12 educational system and beyond. To date, however, there remains considerable variation across states in quality and comprehensiveness of student data systems. How then can states successfully develop and establish their statewide longitudinal student data systems? This report provides an overview of longitudinal student data systems (LSDS) across the 50 states before focusing on cases of the creation, implementation and expansion of SDS in three states. "Emergent State" has just begun assigning unique student identifiers to state assessment data. "Accelerated State" has rapidly developed and implemented a longitudinal student data system and is moving towards including data warehousing capabilities. "Established State" has a comprehensive K-20 longitudinal student data system that includes a data warehouse. These cases illuminate the challenges and successes that state educational agencies have encountered in their efforts to develop, implement and expand LSDS. The report finds that the state education agencies faced similar challenges in the following areas: (1) building state agency capacity; (2) developing reciprocal and efficient relationships with districts and schools; (3) clarifying governance of the data system and ownership of data; and (4) garnering and sustaining state legislative support. The authors identify the variety of strategies that state education agencies employed to meet these challenges, highlighting those strategies that hold the most promise for the development of comprehensive LSDS. The authors conclude with recommendations for state education agency leaders interested in creating and expanding their states' LSDS. Appended are: (1) What do we know about the Evolution of Longitudinal Student Data Systems?; and (2) State LSDS Rankings. (Contains 3 tables and 2 footnotes. This work was supported in part by funds from the Education Policy Center at Michigan State University. ).

Download or read book Call to Action written by Data Quality Campaign and published by . This book was released on 2011 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last five years, states have made significant progress implementing statewide longitudinal data systems (SLDS) to collect, store, link and share student-level data. States and the many national organizations supporting their efforts recognized that while building and using these indispensable data systems are important for policy, management, and instructional decisions that focus on individual success, these needs must be balanced with appropriate protections for the privacy of student records. The 1974 law, the Family Educational Rights and Privacy Act (FERPA), was enacted to protect the privacy of student education records. However, in the 30 years since FERPA was enacted, the data landscape and the state role around data collection, sharing and use has changed. The Data Quality Campaign (DQC) and its partners continue to raise four areas of ongoing confusion, and call on federal policymakers to address them. These issues include: (1) Sharing between separate P/K-12 and postsecondary data systems; (2) Disclosures to a Former School/LEA for Evaluation/Accountability; (3) Research Studies; and (4) Disclosures to Workforce and Social Service Agencies.

Download or read book Louisiana Case Study written by Cherry Kugle and published by . This book was released on 2008 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To these ends, site visits were conducted in the summer of 2008 to state education agencies (SEAs) to gather information on their experiences in developing statewide longitudinal data systems, with an emphasis on connecting to higher education data systems. This document covers the following topic areas as they relate to Louisiana's longitudinal data system: (1) Major Data Collection Systems; (2) Connection to Higher Education; (3) The Importance of Collecting Social Security Numbers; (4) Implementation Issues; (5) Costs; (6) Data Quality; (7) Data Use; (8) Lessons Learned; and (9) Future Plans. An appendix presents: Louisiana Department of Education Security Measures and Guidelines for Protecting Social Security Numbers.

Download or read book Florida Case Study written by Cherry Kugle and published by . This book was released on 2006 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To these ends, four site visits were conducted in the spring of 2006 to state education agencies (SEAs) to gather information on their experiences in developing statewide longitudinal data systems: Florida, Utah, Virginia, and Wisconsin.The Florida Department of Education (FDOE) oversees 67 county-wide public school districts, encompassing almost 4,000 schools, in which over 2.6 million students were enrolled in the fall of the 2005-06 school year. Florida has a long history of collecting a multitude of data on its public education system and was one of the country's pioneers in collecting student-level data.

Download or read book En Route to Seamless Statewide Education Data Systems written by Sharmila Basu Conger and published by . This book was released on 2008 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement depends upon successful passage through a series of transitions: elementary to middle school, middle school to high school, high school to college. Increasing the efficiency of successful transitions requires the collection and analysis of student data across these transition points. Yet long-standing separations between education sectors and continuing proliferation of multiple, disconnected student data systems have served as barriers to statewide tracking of student progress. Recognizing that K-12 and postsecondary data systems must be linked to answer critical questions about student preparation and achievement, many states are currently developing longitudinal data systems; their progress, documented by national studies, is encouraging. However, creating a coherent, effective and sustainable state longitudinal data system requires much more than simply establishing linkages between existing systems. Through a grant from the Bill and Melinda Gates Foundation, SHEEO convened a workshop, "Linking K-12 and Postsecondary Data Systems," as a forum for states to engage in peer-to-peer learning. The workshop brought together cross-sector, data-focused, leadership teams from 11 states with content experts from prominent national organizations for two days of collaborative sessions. Through workshop discussions, state teams identified five core processes which are key to successfully implementing longitudinal data initiatives: (1) Identifying shared benefits as a foundation for cooperative work across sectors; (2) Reconciling technical differences between independently created data systems; (3) Assuring student privacy while sharing data to foster improvement; (4) Designing a data system to enable effective use by key constituencies; and (5) Planning for long-term sustainability of state longitudinal data systems. The development of a statewide longitudinal data system is an enormous endeavor; breaking it down into components can help identify appropriate areas of immediate work. Drawing from the experiences shared by workshop participants--education leaders in states actively engaged in the process of creating seam-less data systems--this report addresses each of these components in turn and presents an overview of insights and strategies to address emerging, prevalent, cross-state concerns. (Contains 7 endnotes.).

Download or read book Virginia Case Study written by Cherry Kugle and published by . This book was released on 2006 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To these ends, four site visits were conducted in the spring of 2006 to state education agencies (SEAs) to gather information on their experiences in developing statewide longitudinal data systems: Florida, Utah, Virginia, and Wisconsin. The Virginia Department of Education (VDOE), featured in this report, oversees 132 public school districts (divisions) in which over 1.2 million students were enrolled in the 2005-06 school year. Public school students in Virginia participate in the largest on-line assessment program in the country. Under the umbrella name of Education Information Management System (EIMS), the VDOE has set priorities to meet state and federal reporting requirements and enable stakeholders at all levels of education to make informed educational decisions based on accurate and timely information. Recommendations for future development are included.

Download or read book Utah Case Study written by Cherry Kugle and published by . This book was released on 2006 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To these ends, four site visits were conducted in the spring of 2006 to state education agencies (SEAs) to gather information on their experiences in developing statewide longitudinal data systems: Florida, Utah, Virginia, and Wisconsin. This report discusses the following elements relating to Utah's longitudinal data system: (1) History of Development; (2) Implementation Issues; (3) Benefits and Uses of System; (4) Lessons Learned; and (5) Recommendations for Future Development.

Download or read book A Guide to Using State Longitudinal Data for Applied Research NCEE 2015 4013 written by Karen Levesque and published by . This book was released on 2015 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: State longitudinal data systems (SLDSs) promise a rich source of data for education research. SLDSs contain statewide student data that can be linked over time and to additional data sources for education management, reporting, improvement, and research, and ultimately for informing education policy and practice. Authored by Karen Levesque, Robert Fitzgerald, and Joy Pfeiffer of RTI International, this guide is intended for researchers who are familiar with research methods, but who are new to using SLDS data, are considering conducting SLDS research in a new state environment, or are expanding into new topic areas that can be explored using SLDS data. The guide also may be useful for state staff as background for interacting with researchers and may help state staff and researchers communicate across their two cultures. It highlights the opportunities and constraints that researchers may encounter in using state longitudinal data systems and offers approaches to addressing some common problems. The following are appended: (1) Sample High School Feedback Reports; (2) Characteristics of statewide student data systems, by state: 2009-2010; (3) The Family Education Rights and Privacy Act--guidance for reasonable methods and written agreements; and (4) Additional questions for confirming specific data availability.

Download or read book Wisconsin Case Study written by Cherry Kugle and published by . This book was released on 2006 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To these ends, four site visits were conducted in the spring of 2006 to state education agencies (SEAs) to gather information on their experiences in developing statewide longitudinal data systems: Florida, Utah, Virginia, and Wisconsin. In this document the following topics are discussed in relation to Wisconsin's student-level longitudinal data system: (1) History of Development; (2) Implementation Issues; (3) Benefits and Uses of System; (4) Lessons Learned; and (5) Recommendations for Future Development.

Download or read book South Carolina Case Study written by Cherry Kugle and published by . This book was released on 2007 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To help states learn from one another, DQC staff visited state education agencies which are engaged in different stages of development of their longitudinal data systems. In 2006, staff visited Florida, Utah, Virginia and Wisconsin; 2007 meetings were held with Massachusetts and South Carolina. The DQC will continue to highlight specific state efforts to develop and use longitudinal data systems, and will conduct additional case studies in 2008. The South Carolina Department of Education (SDE) oversees 85 school districts, encompassing over 1,100 schools, in which more than 700,000 students were enrolled in the 2006-07 school year. As of the 2007 Data Quality Campaign (DQC) annual survey of state longitudinal data systems, South Carolina has implemented six out of ten essential elements. The only elements the state has not implemented include the ability to track untested students and the reasons they were not tested, student-level college-readiness test data, the ability to match student-level data between K-12 and postsecondary, and a data audit system. In 2005, the SDE received a three-year grant from the Institute of Education Sciences (IES) of the United Stated Department of Education (USDE) to develop a statewide student longitudinal data system (SC LDS). The goals of the grant include integrating the data that currently reside in separate systems in the state department, expanding the data to be collected, providing uniform standards and definitions for the data collection and most importantly, providing timely data to educators and policymakers to inform decisions and improve instruction for public school students in South Carolina.

Download or read book Creating a Longitudinal Data System written by Achieve, Inc., Washington, DC. and published by . This book was released on 2006 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: Policymakers and educators need longitudinal data systems capable of providing timely, valid and relevant data. Access to these data gives teachers the information they need to tailor instruction to help each student improve, gives administrators the resources and information to effectively and efficiently manage, and enables policymakers to evaluate which policy initiatives show the best evidence of increasing student achievement. This paper explains the ten essential elements and policy benefits of state longitudinal data. These elements, examined at length herein, are: (1) a unique statewide student identifier; (2) student-level enrollment, demographic and program participation information; (3) the ability to match individual students' test records from year to year to measure academic growth; (4) information on untested students; (5) a teacher identifier system with the ability to match teachers to students; (6) student-level transcript information, including information on courses completed and grades earned; (7) student-level college readiness test scores; (8) student-level graduation and dropout data; (9) the ability to match student records between the pre-K-12 and postsecondary systems; and (10) a state data audit system assessing data quality, validity and reliability. This paper has dealt primarily with actions and issues with global state policy actions related to each of the 10 essential elements. Each of those, however, translates to multiple specific actions that need to occur at the state education agency level. Examples of specific state education agency actions associated with each element are presented in an appendix. [This white paper was produced by the Data Quality Campaign and made possible with the financial support of the Achieve, Inc., American Diploma Project.].

Download or read book Statewide Longitudinal Data System written by North Dakota. Statewide Longitudinal Data System and published by . This book was released on 2014 with total page 1 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Statewide Longitudinal Data System (SLDS) stores current and historical data from K-12 education, higher education, and workforce sources giving decision makers access to readily available data to make well-informed decisions.

Download or read book State Longitudinal Data Systems written by Elizabeth Grovenstein and published by . This book was released on 2016 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Which preschool programs best prepare students for kindergarten?" "Which students from which schools need remediation classes in higher education?" "How successful are college graduates in the workforce by major or credential?" These are just a few of the questions that can be answered by a robust longitudinal data system that enables a state to track student performance from early learning through the workforce. Statewide Longitudinal Data Systems (SLDS) can enhance the ability of states, districts, schools, educators and other stakeholders to efficiently and accurately manage, analyze, and use education data to make informed decisions that can improve student learning and outcomes. SLDS also facilitate research to evaluate and improve institutional and program performance. This issue of "CoNCepts" describes how SLDS are used, how North Carolina implements SLDS, and important considerations for states to ensure successful implementation and public reporting.

Download or read book Creating Reports Using Longitudinal Data written by Data Quality Campaign and published by . This book was released on 2010 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now that all 50 states and the District of Columbia are building statewide longitudinal data systems, the next step is to ensure that the information in these systems is used to improve student learning. The Data Quality Campaign (DQC) has identified 10 actions that states can take to ensure that the right data are available and accessible and that users have the knowledge and skills to use the data well (see "10 State Actions To Ensure Effective Data Use," page 2). This paper discusses reports that states can create using longitudinal data. These reports include, but are not limited to: (1) Growth reports looking at changes in the achievement of the same students over time; (2) Diagnostic reports providing academic histories of students' mastery of specific concepts or skills; (3) Early warning reports identifying students who need immediate help based on at-risk indicators; (4) Predictive reports showing the relationship between earlier and later student outcomes--for example, the relationship between 8th grade test scores and students' readiness for college and careers in 12th grade; (5) Cohort graduation reports showing graduation rates of groups of the same students followed since the beginning of 9th grade; and (6) Feedback reports providing information on outcomes for students after they graduate from a school or district. (Contains 3 tables, 10 figures, 16 resources and 20 endnotes.).

Download or read book Massachusetts Case Study written by Cherry Kugle and published by . This book was released on 2007 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Data Quality Campaign (DQC) is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To help states learn from one another, DQC staff visited state education agencies which are engaged in different stages of development of their longitudinal data systems. In 2006, staff visited Florida, Utah, Virginia and Wisconsin; 2007 meetings were held in Massachusetts and South Carolina. The DQC will continue to highlight specific state efforts to develop and use longitudinal data systems, and will conduct additional case studies in 2008. As of the 2007 Data Quality Campaign (DQC) annual survey of state longitudinal data systems, Massachusetts has implemented eight out of ten essential elements. The only elements the state has not implemented include the ability to connect teacher and student data together and a system to track which courses students take along with their completion status (e.g., grade or pass/fail status) in those classes.

Download or read book The Third Wave of Longitudinal Data Systems written by Jane Armstrong and published by . This book was released on 2008 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: States have made dramatic progress in the past few years in implementing longitudinal data systems (LDS) to improve student achievement. These systems collect and house student educational data that make it easy for policymakers and practitioners to access and use it for reporting, policymaking and decision making. So much has happened in states in a short period of time (just 2-3 years); now, some of these systems are entering their "third wave" of development and use. The first wave has been designing and implementing systems that include important student-level data that can be individually or collectively analyzed for decision and policymaking. The second wave has been increasing the range of students included in the aligned data systems in a state--moving from K-12 to P-20 data systems. The third wave-- emerging now in some states--is expanding the number of linked data sets used to inform policy-- that is, linking these systems to other databases, such as social services, financial information, and human resource data, and expanding the number of users by encouraging data partnerships. The Data Quality Campaign (DQC) is a strong national advocate for longitudinal data systems and encourages states to include "ten essential elements" to optimize these systems for educational decision making. They are: (1) A unique student identifier that connects student data across key databases across years; (2) Student-level enrollment, demographic and program participation information; (3) The ability to match individual students' test records from year to year to measure academic growth; (4) Information on untested students and the reasons they were not tested; (5) A teacher identifier system with the ability to match teachers to students; (6) Student-level transcript information, including information on courses completed and grades earned; (7) Student-level college readiness test scores; (8) Student-level graduation and dropout data; (9) The ability to match student records between the P-12 and postsecondary systems; and (10) A state audit system assessing data quality, validity and reliability. The capacity of state data systems to collect, analyze, and provide useful data to inform policymaker and educator decisions has dramatically increased since 2005 when the DQC first surveyed states about the capacity of their data systems. However, unless this data is analyzed deeply and used widely to help improve student achievement and outcomes, there will be little need to build robust longitudinal data systems. Some states have begun to work with other entities to make full use of this data, as described in this paper. Appended are: (1) Survey Participants; and (2) Virginia's Restricted Data Use Agreement. (Contains 6 footnotes.) [This document was produced with the National Center for Educational Achievement.].