statewide longitudinal data systems slds grant program nancy smith, director tate gould, program...
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StatewideLongitudinalData Systems
SLDS Grant ProgramNancy Smith, Director
Tate Gould, Program OfficerEmily Anthony, Program Officer
Goals of Statewide Longitudinal Data Systems (SLDSs)
http://nces.ed.gov/Programs/SLDS
• evaluate teacher programs to improve instruction• know if graduates have skills to succeed in
postsecondary and/or workforce• simplify local, state, and federal reporting• support informed decision-making for all educators
SLDS can help states…
evaluate various education programs
How program participation relates to high school graduationStudents’ success with transitions to postsecondary institutions Effective teacher instruction programs
develop early warning indicator systems
Use key variables to identify at-risk students by program, teacher, school
Ss
To date, 41 states and the District of Columbia have been awarded SLDS grants totaling $265 million:
• FY06: November 2005 – 14 grantees awarded over $52 million
• FY07: June 2007 – 13 grantees awarded over $62 million
• FY09: April 2009 – 27 grantees awarded over $150 million
• FY09 ARRA: July 2009 – Fourth competition announced under the American Recovery and Reinvestment Act (ARRA) will make an additional $245 million available
FY06
FY07
FY09
FY09ARRA
Awards To Date:(Dollars in millions)
What’s happening with SLDSs?
Grantee States
http://nces.ed.gov/Programs/SLDS
Grantee Progress: Postsecondary Data Integration
Operational
In Progress
Not Begun
Not Planned
Florida Massachusetts
• Arizona• Arkansas• California• Illinois• Indiana• Kansas• Kentucky
Texas Washington
• Maine• Minnesota• New Hampshire• North Dakota• Pennsylvania• Utah• Virginia
http://nces.ed.gov/Programs/SLDS
Grantee Progress: Labor/Workforce Data Integration
Operational
In Progress
Not Begun
Not Planned
Alaska Florida
Texas Washington
• Arkansas• Indiana• Minnesota
• New Hampshire• South Carolina
Next Steps for SLDSAllow for reliable connections to early childhood,
postsecondary and labor dataConnect teachers and students to understand teacher impactProvide data access to research community and public
stakeholdersFigure out how to build data structures for seamless transfers of
student records across state linesData use at all levels of education
http://nces.ed.gov/Programs/SLDS
Elements of Longitudinal Data Systems (America Competes Act)
1. Student Enrollment Information
2. Information on Graduates, Transfers, Dropouts
3. State Assessment Scores
4. Information on Students Not Tested
5. College-Readiness Test Scores
6. A Teacher Identifier System
7. Student Transcript Information
8. Data on Student Transition and Success in College
9. Data on Preparation for Success in Postsecondary Education
10. An Audit System to Ensure Data Quality
11. Ability to Share Data from Preschool Through College
12. Unique Student Identifiers
SLDS Program Evolution
Successful Strategies for SLDS Development: Lessons Learned
“It’s not just an IT project”
“Communicate up and out”
“State-managed, locally-operated”
“Know who’s in charge”
http://nces.ed.gov/Programs/SLDS
Contact InformationWebsite: http://nces.ed.gov/Programs/SLDS/
Program Staff: Nancy J. Smith, PhD Director, Longitudinal Data Systems Initiative Nancy.Smith@ed.gov, 202-502-7360 Tate Gould, PhD Project Officer, SLDS Grant Program Tate.Gould@ed.gov, 202-219-7080 Emily Anthony Project Officer, SLDS Grant Program Emily.Anthony@ed.gov, 202-502-7495
http://nces.ed.gov/Programs/SLDS
TECHNICAL CHALLENGES OF STATEWIDE DATA SYSTEMS
Stanley Rabinowitz, Ph.D.WestEd AACC
srabino@wested.org
Education Reform: Building Coherence with ARRA FundsDecember 18, 2009
Phoenix AZ
1
What technical challenges do states face when building longitudinal data systems?
Reliability—is the indicator accurate?Validity—does the indicator measure what it purports
to?Feasibility—is the indicator reasonable to collect?User friendly—is the indicator accessible across range
of audiences and purposes?
1
How should states decide when to include specific data elements?
Value vs. Burden—is the indicator worth the time and cost to collect?
Incremental validity—does the indicator add significantly to the overall picture of a student? school? system?
Coherence—does the collection of indicators comprise a system?
Esto Cuenta?Will this count?
Snapshot DataAre my students meeting the state’s
proficiency standard? Which students are not?What proportion of my students are not tested,
why?How can I find promising programs?
Longitudinal DataAre my students improving over time?What is the average academic growth of my
student subgroups over time?How can my elementary school help middle
schools and high schools improve student educational outcomes?
TESTING STATUS FREQUENCY % of CLASS
Tested with Valid Score
90 90%
Alternative Test 3 3%
English Language Learner
5 5%
Other (absent, etc) 2 2%
Table 1. Knowles’ 5th Grade TAKS Reading Simulated Test
Participation (n =100)
Source: Tapping into the Power of Longitudinal Data: A Guide for School Leaders, Data Quality Campaign
Figure 1 Simulated Longitudinal Data on Student Performance on Mathematics Assessment (n = 50)
Source: Tapping into the Power of Longitudinal Data: A Guide for School Leaders, Data Quality Campaign.
Todo cuenta, porque tu cuentas.
It all counts, because you count.
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