Data Systems Bibliography
Data Systems Bibliography
Newly Added Resources
2015
Timely
Access to Education Data: Annotated Bibliography
SREB, April 2015
For two decades, states have invested significant amounts of
their funding to implement statewide P-20 data systems to collect
and examine education data. Improved data and analysis help
states identify trends that inform efforts to improve education
and raise student achievement. Several SREB states use
Longitudinal Data Systems to collect, analyze and share education
data. But still one challenge remains for states: lack of timely
access to education data. This bibliography highlights key
studies related to developing LDSs and the importance of
providing timely access to data and analysis.
Statewide
Longitudinal Data System (SLDS)
Georgia Department of Education
The Statewide Longitudinal Data System (SLDS) is designed to help
districts, schools, and teachers make informed, data-driven
decisions to improve student learning. SLDS is a free application
that is accessed via a link in the district’s Student Information
System (SIS). It provides districts, schools, and teachers with
access to historical data, including Assessments, Attendance,
Enrollment, Courses, and Grades beginning with the 2006-2007
school year.
Statewide
Longitudinal Data Systems Grant Program
National Center for Education Statistics (ies Institute of
Education Sciences)
Through grants and a growing range of services and resources, the
program has helped propel the successful design, development,
implementation, and expansion of K12 and P-20W (early learning
through the workforce) longitudinal data systems. Click here to
learn more about our program.
Paving the Path to Success: Data for Action 2014
Data Quality Campaign DQC, 2014 Annual Report.
Data are more than just test scores, and by effectively accessing
and using different types of data, teachers, parents, and school
and district leaders can help ensure that every student is on a
path for success every day, not just at the end of the school
year.
In DQC’s annual report, find out more about
In DQC’s annual report, find out more about
•Data for Action 2014 key findings, including detailed
state-by-state status;
•the national landscape of education data and policy;
•examples from leading states;
•information on how states are meeting people’s data needs while working to ensure the safeguarding of student information.
•the national landscape of education data and policy;
•examples from leading states;
•information on how states are meeting people’s data needs while working to ensure the safeguarding of student information.
Read the
2014 Executive Summary.
State Analysis by State Action
Data Quality Campaign DQC,
Data are more than just test scores, and by effectively accessing
and using different types of data, teachers, parents, and school
and district leaders can help ensure that every student is on a
path for success every day, not just at the end of the school
year. Data are more than just test scores, and by effectively
accessing and using different types of data—such as attendance,
grades, and course-taking—teachers, parents, and school and
district leaders can help ensure that every student is on a path
for success every day, not just at the end of the school year.
DQC’s 10th annual state analysis, Data for Action 2014, measures
states’ progress achieving the 10 State Actions to Ensure
Effective Data Use, which call for states to move from collecting
data only for compliance and accountability purposes to using
data to answer critical policy questions, inform continuous
improvement, and ultimately, support students on their paths to
success.
State Analysis by Essential Element
Data Quality Campaign DQC
The 10 Essential Elements of Statewide Longitudinal Data Systems,
along with the 10 State Actions, provide a roadmap for state
policymakers to create a culture in which quality data are not
only collected but also used to increase student achievement.
From 2005 to 2011 DQC measured states’ progress toward
implementing the 10 Essential Elements of Statewide Longitudinal
Data Systems.
In September 2009 every state committed to implement the 12 America COMPETES Elements—which include DQC’s 10 Essential Elements—and to publicly report this information. As a result, states are now reporting the status of their ability to collect this information to the US Department of Education,* and DQC will use those reports as its primary source of information about states’ progress building state longitudinal data systems.
In September 2009 every state committed to implement the 12 America COMPETES Elements—which include DQC’s 10 Essential Elements—and to publicly report this information. As a result, states are now reporting the status of their ability to collect this information to the US Department of Education,* and DQC will use those reports as its primary source of information about states’ progress building state longitudinal data systems.
Data Systems Bibliography
2013
National Education
Data Model
NCES, U.S. Department of Education
The National Education Data Model is a conceptual but detailed
representation of the education information domain. The Education
Data Model strives to be a shared understanding among all
education stakeholders as to what information needs to be
collected and managed at the local level in order to enable
effective instruction of students and superior leadership of
schools.
“Report: State Data Systems Progress, Though Key Challenges
Remain”
David Nagel, Campus Technology, December 01, 2011
This new report from education data coalition Data Quality
Campaign is calling on policymakers to strengthen links between
K-12, workforce, and post-secondary institutions.
Longitudinal Data Systems
Traveling
Through Time: The Forum Guide to Longitudinal Data
Systems
NCES, U.S. Department of Education, 2010
This document, Book Two of Four: Planning and Developing an
LDS, is the second installment of this Forum series of
guides on longitudinal data systems (LDS). One goal of the Forum
is to improve the quality of education data gathered for use by
policymakers and program decision makers. LDSs are increasingly
becoming the state of the art in education data. These systems
move timely, student-level data and us from relying on blunt,
aggregate, snapshot student data; to detail that reflect the
student’s entire academic history. An LDS makes it possible to
not only monitor the success of individual students, but also to
identify trends in those students’ education records.
– Book 1: What is an
LDS?
– Book 2: Planning and Developing and LDS
– Book 3: Effectively Managing LDS Data
– Book 4: Advanced LDS Usage
– Book 2: Planning and Developing and LDS
– Book 3: Effectively Managing LDS Data
– Book 4: Advanced LDS Usage
Statewide
Longitudinal Data Systems Grant Program
U.S. Department of Education
Through grants and a growing range of services and resources, the
program has helped propel the successful design, development,
implementation, and expansion of K-12 and P-20W (early learning
through the workforce) longitudinal data systems.
Data Quality Campaign
The Data Quality Campaign (DQC) supports state policymakers and
other key leaders to promote the effective use of data to improve
student achievement. DQC is a nonprofit, nonpartisan, national
advocacy organization based in Washington, DC. Launched in 2005
by 10 founding partners, DQC now leads a partnership of nearly
100 organizations committed to realizing the vision of an
education system in which all stakeholders—from parents to
policymakers—are empowered with high-quality data from the early
childhood, K–12, postsecondary, and workforce systems to make
decisions that ensure every student graduates high school
prepared for success in college and the workplace. To achieve
this vision, DQC supports state policymakers and other key
leaders to promote the effective use of data to improve student
achievement.
“State Data Systems Make a Difference for Students”
DQC, November 29, 2012
Bob Swiggum from the Georgia Department of Educaiton comments on
how SLDS makes a difference for students in report in Data
Quality Campaign.
DQC’s Six
Federal Policy Principles
Kristin Yochum, DQC, June 26, 2013
In July DQC began implementing new federal policy efforts around
the federal implications of education data, working with all
branches of the federal government and other federally facing
national partners to strengthen the effective use of education
data for student achievement at the federal level. Our team has
done this by advancing the following six principles in all our
work:
1. Reduce Burden on States while Ensuring that Essential Data are
Collected and Reported
2. Promote Transparency and Data Accessibility
3. Break Down Silos
4. Build Capacity of Stakeholders to Use Data
5. Ensure Privacy, Security, and Confidentiality of Data
6. Serve as a Catalyst for Building, Maintaining, and Innovating Data Infrastructure
For more from DQC on federal policy, visit their action issue page
2. Promote Transparency and Data Accessibility
3. Break Down Silos
4. Build Capacity of Stakeholders to Use Data
5. Ensure Privacy, Security, and Confidentiality of Data
6. Serve as a Catalyst for Building, Maintaining, and Innovating Data Infrastructure
For more from DQC on federal policy, visit their action issue page
SEDTA Report on Data Initiatives
Transforming Data to Information in Service of Learning
State Educational Technology Directors Association, May 2013
While states, districts, and schools have long collected
education data, we still lack the ability to easily transform
that data into information that will help guide policy or
decisions affecting instruction, school administration, and
operations. Education data and information systems need to be in
service of learning. We must think systemically about how to make
information easily accessible to help guide decision-making in a
way that is usable in support of student success. Simply put, we
must raise the profile of data interoperability issues if we are
serious about increasing learning opportunities for all of the
nation’s students.
The State Educational Technology Directors Association (SETDA) developed this report to raise awareness about many of the major initiatives currently underway to address data standards and interoperability issues. The widespread implementation of new and emerging interoperability initiatives has the potential to herald the arrival of a new educational technology ecosystem truly responsive to educators and in support of student success.
Higher Education Data Systems
Strong Foundations: The State of State Postsecondary Data
Systems: 2012 Update on Data Sharing with K-12 and
Labor
Tanya I. Garcia and Hans Peter L’Orange, State Higher Education
Executive Officers Association, November 2012
This 2012 study conducted by SHEEO updates
Strong Foundations: The State of State Postsecondary Data
Systems (2010), devoted exclusively to the data sharing
activities of 59 state higher education coordinating and
governing boards in 44 states and the District of Columbia.
Managing Data Including Privacy Issues
Data
Stewardship: Managing Personally Identifiable Information in
Student Education Records
NCES, U.S. Department of Education
This Statewide Longitudinal Data Systems (SLDS) Technical Brief
focuses on data stewardship, which involves each organization’s
commitment to ensuring that privacy, confidentiality, security,
and the appropriate use of data are respected when personally
identifiable information is collected. Data stewardship involves
all aspects of data collection, from planning, collection and
maintenance to use and dissemination. The Brief also discusses
internal control procedures that should be implemented to protect
personally identifiable information, including the use of unique
student identifiers and linking codes, workforce security,
authorization for access, role based access to student record
data, permitted uses, and the handling of data breaches. This
Brief concludes with a discussion of accountability and auditing,
including an overview of the types of audit activities that can
be implemented to ensure that all stages of data stewardship have
been successfully implemented.
Family
Educational Rights and Privacy Act Overview
U. S. Department of Education
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C.
§ 1232g; 34 CFR Part 99) is a Federal law that protects the
privacy of student education records. The law applies to all
schools that receive funds under an applicable program of the
U.S. Department of Education.
FERPA
Resources
NCES, U.S. Department of Education
These and other privacy related resources can be found here.
How Districts Use
Data to Drive Proactive Decisions Benefits and Best Practices for
Creating a Data-Rich Culture
Ann Ware, Dan Ralyea and Georgia Mariani, SAS, 2012
This paper stems from an April 2012 webinar hosted by
Education Week, education professionals from Consortium
for School Networking and Rock Hill (SC) School District 3
discussed an information environment that can integrate data from
across the district, track information over time, uncover trends
and equip decision makers with self-service reporting – and the
culture shift that has to happen to make this all possible.
Education leaders know it is no longer enough to collect data just to deliver mandated reports. It is time to use diverse data sources to make better, fact-based decisions that improve educational outcomes and the use of scarce resources. “It starts with a commitment by all stakeholders to use data for continuous improvement at the school and district levels. District and school leaders should model data- driven decision making as a key aspect of their roles and responsibilities.”
Education leaders know it is no longer enough to collect data just to deliver mandated reports. It is time to use diverse data sources to make better, fact-based decisions that improve educational outcomes and the use of scarce resources. “It starts with a commitment by all stakeholders to use data for continuous improvement at the school and district levels. District and school leaders should model data- driven decision making as a key aspect of their roles and responsibilities.”
“States Must Prioritize Data Use and Protection”
Ann Ware, Consortium for School Networking, October 17, 2013
Across the country,
educators are using education data responsibly to tailor
learning to meet the needs of every child and ensure their
students are on track to graduate prepared for the rigors of
postsecondary education and the workforce. But as a recent
pair of
stories in The New York
Times illustrates, educators need more policy and
practical guidance around data use — especially concerning how
they share data with service providers offering tools to help
store and use data effectively. These providers are a
cost-effective investment for many school districts that don’t
have the capacity to develop data tools on their own. But
educators and policymakers must take measures to ensure the
careful oversight of any education data sharing.
That’s where the state comes in, leading the way by setting crystal clear policies to safeguard the privacy, security, and confidentiality of their students’ education data.
That’s where the state comes in, leading the way by setting crystal clear policies to safeguard the privacy, security, and confidentiality of their students’ education data.
The author outlines a few crucial steps state policymakers should
take as they address the urgent need to safeguard education data.
