Implement, Improve and Expand Your Statewide Longitudinal Data System E-Book

Jamie McQuiggan

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Serie: SAS Institute Inc
• Sprache: Englisch

Seitenzahl: 336

Veröffentlichungsjahr: 2014

Beschreibung

Step-by-step guidance for implementing an effective statewidelongitudinal data system Every U.S. state faces challenges in its efforts to ensure thehighest-quality education for students. To address thesechallenges, a growing number of states are establishing statewidelongitudinal data systems (SLDSs), a data-rich system integratingrelevant data about a student's education. ImplementingStatewide Longitudinal Data Systems for Education presents adetailed and contextualized discussion of SLDSs, which will serveas a recipe for states that want to implement an SLDS, developdesign and enactment of new and existing SLDS systems, addressingimplementation, operation and optimization. * Provides a contextualized discussion of the history and purposeof SLDSs * Describes how to plan for and implement an SLDS, including bestpractices regarding data governance, standards and privacy * Discusses proven methods of data management, and details thetwo most popular methods of database architectures used forSLDSs * Provides 5 case studies of states successfully using SLDSs * Offers suggestions for expansion and inclusion of new datasetsover time This essential book addresses the culture of data concept,providing a guide for states to usher in a new era in theireducation system where data is invaluable and used by everyone, notsimply the newest version of the old system. A robust LDSinitiative includes linked student records, teacher records, testscores, course selection, finances, certifications, licensure,salary and more. Concluding with a discussion of the potentialfuture uses of SLDS, this book is the ultimate guide to SLDSimplementation and understanding.

Leseprobe

Contents

Cover

Series

Title Page

Copyright

Dedication

Foreword

Preface

Acknowledgments

Chapter 1: How to Establish a Successful SLDS

WHAT IS A STATEWIDE LONGITUDINAL DATA SYSTEM?

WHAT AN SLDS CAN DO THAT SNEAKER NET CANNOT

WHAT IT TAKES TO IMPLEMENT (OR IMPROVE) A SUCCESSFUL SLDS

PREVIEW

NOTES

Chapter 2: The SLDS Landscape

HISTORY OF LONGITUDINAL DATA SYSTEMS

THE STATE OF SLDSS TODAY

DATA MANAGEMENT MODELS

CONCLUSION

NOTES

Chapter 3: Getting Started on Your SLDS

SLDS PLANNING AND PREPARATION

ESTABLISH A DATA GOVERNANCE BOARD

ADDRESS INTEROPERABILITY OF THE DATA

SET POLICIES FOR DATA SECURITY AND STUDENT PRIVACY

EVALUATE CURRENT SYSTEMS AND MAKE CONNECTIONS

MAKE IT SUSTAINABLE

CONCLUSION

NOTES

Chapter 4: Data Management: Creating One Version of the Truth

WHAT IS MASTER DATA MANAGEMENT?

INCORPORATING MDM PRINCIPLES IN YOUR SLDS

CONCLUSION

NOTES

Chapter 5: Florida Case Study: The Up- and Downside of Being the First

FLORIDA’S SLDS

RENOVATING WHAT EXISTS USING FEDERAL GRANTS

CONCLUSION

NOTES

Chapter 6: Michigan Case Study: SLDS—a Tool for Reinventing the Economy

MICHIGAN’S SLDS: MOVING BEYOND COMPLIANCE

CAREER AND COLLEGE READY INITIATIVE: HOW LONGITUDINAL DATA CAN INFORM THE DISCUSSION

CONCLUSION

NOTES

Chapter 7: North Carolina Case Study: New SLDS, Existing Partnerships

STAKEHOLDERS AND THE NC P20W SYSTEM

THE VISION

STATE LEGISLATION REINFORCING SLDS

CONCLUSION

NOTES

Chapter 8: Sharing Information with Others

PUBLIC INFORMATION SHARING: WHAT INFORMATION IS THE PUBLIC ENTITLED TO AND INTERESTED IN?

POLICY MAKERS AND STATE-LEVEL DECISION MAKERS: HOW CAN LEGISLATORS ENABLE AND USE LONGITUDINAL DATA?

RESEARCHERS: HOW CAN STATES LEVERAGE RESEARCHERS TO MAKE THE LONGITUDINAL DATA ANSWER KEY QUESTIONS?

ESTABLISHING THE CONNECTION WITH ACADEMIA

PARENTS: WHAT LONGITUDINAL DATA DO PARENTS NEED, AND HOW WILL IT MAKE A DIFFERENCE?

STUDENTS: HOW CAN SCHOOLS PROVIDE STUDENTS WITH MORE INTUITIVE, INSTANT ACCESS TO THEIR OWN STUDENT RECORD CONTEXTUALIZED WITH LONGITUDINAL DATA?

CONCLUSION

NOTES

Chapter 9: Using Data in Schools and Classrooms

TEACHERS

ADMINISTRATORS

THE TEACHER–STUDENT RECORD LINK

CONCLUSION

NOTES

Chapter 10: Expanding Your SLDS: Adding Out-of-School Time and Health-Care Data

COLLECTIVE IMPACT: THE LONGITUDINAL DATA CONNECTION

OST: WHAT HAPPENS WHEN THEY’RE NOT IN SCHOOL?

HEALTH-CARE DATA

HOW TO FACILITATE COLLECTIVE IMPACT INITIATIVES

CONCLUSION

NOTES

Chapter 11: A Culture of Data: Using Longitudinal Data to Solve Big Problems

CREATING A CULTURE OF DATA

DATA-DRIVEN DECISION TOOLS

RESPONSE TO INTERVENTION (RTI)

EARLY WARNING SYSTEMS

CONCLUSION

NOTES

Chapter 12: It’s Not about the Data

WAYS TO SUSTAIN THE SYSTEM

CONCLUSION

NOTES

About the Authors

Index

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Copyright © 2014 by SAS Institute, Inc. All rights reserved.

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Library of Congress Cataloging-in-Publication Data:

McQuiggan, Jamie.    Implement, improve and expand your statewide longitudinal data system : creating a culture of data in education / Jamie McQuiggan, Armistead W. Sapp.       pages cm. — (Wiley and SAS business series)    ISBN 978-1-118-46677-3 (hardback); ISBN 978-1-118-84150-1 (ePDF); ISBN 978-1-118-84154-9 (ePub); ISBN 978-1-118-84156-3 (oBook)   1. Educational statistics—Computer programs. 2. Longitudinal method—Data processing. I. Sapp, Armistead W. II. Title.    LB2846.M3994 2014    370.72′7—dc23

2013039757

This book is dedicated to the children. After all, it's really about them.

Foreword

How do today’s educators teach the necessary skills for tomorrow’s skilled workforce? How do we find and reward effective teachers? How do we maximize the diminishing resources available to schools to make them more successful? These are just a few of the pressing and difficult questions facing our educational system today.

Although I am not an educator, I have been privileged to be directly involved in more facets of the educational process than most business leaders, as a student, professor, parent and developer of educational software. On a personal level, my early years as a student were shaped by a high school teacher who encouraged me to pursue science. And shortly after earning my Ph.D. in statistics and teaching the subject at the graduate level, my career was again influenced by my department head and other university leaders, who encouraged several of us to continue our work outside the university, as entrepreneurs. We took their advice and started a company called SAS.

As SAS grew, so too did our need for highly qualified knowledge workers. We needed people who could quickly adapt our software to new computer processors and new architectures, and required graduates with STEM (science, technology, engineering and math) skills and a strong education. By the 1990s, we realized that there was a problem: The supply of highly specialized workers coming out of the U.S. educational system was not enough to meet the demand. After a closer look, we were shocked to see that the problem was not at the graduate or undergraduate level but was in high school and even in middle school. The national high school dropout rate was a staggering 30 percent. Not only did that number vary from state to state (and from school district to school district), there was also no national standard for concepts such as data collection, reporting or calculating cohort four-year dropout rates. In fact, this data issue prevented us from even having a true national dropout rate, as different schools and districts classify dropouts differently.

The lack of qualified, educated workers that SAS noticed is corroborated as the United States continues to straggle in global educational rankings. In 2012, the United States was 17th in reading, 26th in math and 21st in science, according to the Programme for International Student Assessment (PISA) study. Not only do the PISA findings highlight poor U.S. academic performance, but they also intensify the need for U.S. educators to better measure and report on student progress and knowledge levels. These issues aren’t going away, and they impact our economy.

Success in school, specifically graduating from high school and attending college, is more important than ever in preparing students for success in life. A high school and college education will provide students with more opportunities in the knowledge economy. In the past, a high school education or less still allowed for students to get a job in a factory or trade and do well if they were willing to work hard. Now, better education has become a necessity for surviving in the knowledge economy and is a strong determining factor for socioeconomic success. The jobs of today and tomorrow are increasingly requiring broad education rather than specialized training. The knowledge economy demands at least a high school diploma to certify that the new class of workers is ready to jump into well-paid and increasingly technical jobs. And as a society, it behooves us to prepare our students to graduate and rise to this challenge, to succeed in the knowledge economy. As a country, we are failing academically and failing to provide the knowledge workers that companies like SAS depend on.

How can school systems, faced with diminishing resources, unsatisfactory results and increased stakes address these challenges to give America’s youth the education they need to succeed in the future?

There is one very powerful, underutilized tool in the educational tool box: data. Having organized, analyzed and up-to-date data available to decision makers, practitioners and customers is fundamental to revolutionizing the way they do business. Having data as the central support for organizational operations is the new normal for many sectors; it is no longer “nice to have” but is absolutely invaluable to day-to-day operations. It should be the norm for our national educational system as well.

Many administrators of educational systems see an efficient and connected data system like a statewide longitudinal data system (SLDS) as a challenge—it’d be great, but not worth the time and resources to set it up. They see it as secondary to providing education to their students, to managing their employees, tracking and reporting test scores, increasing their graduation rates and fighting budget cuts. In fact, an SLDS can provide the data necessary to drive better decisions and provide real-time feedback, have an impact on each of the aforementioned areas and change what administrators know and how they make their decisions. States that delay or ignore this technological game changer are thus missing the point entirely. Without investment in an interconnected, longitudinal data structure, those states will invariably fall further behind in the future. To continue to meet the growing (and changing) demands, to make data-supported decisions and better utilize resources and talent and to enable smarter reforms, an information-driven infrastructure is vital. Data is the key.

Schools have been slow to change the way they view data, and there are many reasons this change has come about slowly. It’s ironic, though, that the main reason for the delay—money—is also a primary benefit of a functional SLDS. Educational systems are influenced by different forces than those currently revolutionizing business sectors, which have to undertake rapid development of their information management structures to succeed. However, education also has a lot at stake; real opportunity exists, at high levels of government funding, to fundamentally restructure the way education administrators store and organize their data and, indeed, the way they value and use that data to inform their work.

The need for highly skilled knowledge workers is growing, and we anticipate that this trend will continue. SLDSs offer the opportunity to gain more insight into the educational system, turning information into knowledge and changing the way education does business. As a business leader and employer of knowledge workers, I believe that this book is an important step in that direction.

Dr. Jim Goodnight, Ph.D. Chief Executive Officer, SAS

Preface

We set out to write this book with the intention of helping states maximize their statewide longitudinal data systems (SLDSs) and create an enduring culture of data in schools. It is our hope that this book will help in furthering the discussion for states still considering an SLDS and will help states that have implemented a first-generation SLDS think about how to improve and expand their systems to deliver on the promise of longitudinal data.

This book covers most of the steps necessary to implement or improve your SLDS, outlining areas for growth and expansion. We've found that about 80 percent of the work of implementing an SLDS lies in simply reaching agreement of what the SLDS is: what data it will contain, what questions it needs to answer, and how that data will be accessed and shared by the various stakeholders in the education and workforce sectors. Once states work out the data governance of the system and use, implementation is fairly simple.

The resource that can be created from years and years of data is immense. Think about when you watch a documentary on Netflix about the Titanic. After you watch it and tell Netflix you enjoyed it, Netflix can recommend several documentaries that other users like you enjoyed, based on your rating and viewing history. The more data the recommendation engine has, the better it is at recommending what you’ll enjoy next. Now, imagine you’re an elementary student with ADHD and your teachers have tried several interventions with no success. What if your teachers could access data on other students like you, immediately seeing which interventions worked to teach them about photosynthesis, or how to cross-multiply? This sort of targeted recommendation system exists; SLDS gives systems like these the historical data they need to be relevant to today’s educational problems.

Creating a culture of data is the necessary ideological shift to accompany any SLDS implementation. A culture of data is one where best practices in the classroom and in the management of schools and districts are chosen based on data. Ideally, everyone in the educational system—from state-level administrators and teachers to students and parents—is taught how to include data in their decision making. It’s a huge shift, but one that can revolutionize the educational system.

The authors work at SAS Institute and have worked with all aspects of implementing SLDSs, from assisting in grant writing, to implementing new systems as well as helping to fix and update systems that were not doing what the state expected. SAS is a worldwide leader in business intelligence software, and has long advocated the benefits of data in decision making. We find the inclusion of data-driven decision making into education to be logical and exciting.

Acknowledgments

This book has two coauthors and a long list of folks who helped. Making connections and facilitating interviews, giving time in reviewing what we wrote and sharing their expertise and insight, these folks were an integral part in the writing and completion of this book and we offer our sincere thanks.

Thanks go to Emily Baranello for her passionate help at every stage of the writing of this book. We also wish to thank Jim and Ann Goodnight for their support of education and allowing us the time to work with many different parts of the education system in the United States.

For the graphics and creative illustrations, we thank the SAS BIRD Graphic Divas, Tammi Kay George and Lisa Morton.

Big thanks go to our colleagues at SAS for helping to make connections with educators, administrators and experts, and supporting our efforts in writing this book: Elizabeth Ceranowski, Christine Bevan, Bob Tschudi, Colleen Jenkins, Missy Poynter, Rob Harper, Courtney Verska, Kristin McCown, Barbara Flannery, Keli Lloyd, Michael Drutar, Liz Riley-Young, Chris Ricciardi, Ottis Cowper and Scott McQuiggan.

We thank the SAS Publishing team for their expert guidance through the process of writing our first book: Stacey Hamilton, Shelley Sessoms and Julie Platt. A special thank-you to the SAS Library team for their help in researching: Jennifer Evans, Elaine Teague, Karissa Wrenn and Julia Legeros.

We had an amazing set of reviewers who were candid with their feedback and whose input ultimately made this a better book. Thank you, Karl Pond, Mohamed Dirir and Georgia Mariani.

We conducted many interviews and had many conversations with subject-matter experts and educators. While this is not a comprehensive list, we’d like to thank Tom Howell, Kit Goodner, Gene Kovacs, Saundra Williams, Steven Hopper, Amy Wilkinson, Ada Lopez, Sylvia Allen, Deveial Foster, Karen Pittman, Paul Evensen, Elizabeth Laird (DQC), Emily Anthony (NCES), Sean Mulvenon, Charlene Swanson and Baron Rodriguez.

CHAPTER 1

How to Establish a Successful SLDS

Larry and Helen work in the project office for the governor. Larry is a data analyst and Helen is a technologist, and, as a team of two, they’re responsible for fulfilling information requests from various parties across the state. They receive a request from the state legislature. The state’s elementary schools have been the beneficiaries of a generous donation from a private foundation to fund a new program designed to improve their Instructional Improvement Systems (IIS), and the two-year funding period is coming to a close. The state legislature wants to know if the program has worked and if its continuation should be funded. They want to know if the IIS program shows measurable gains among students who participated.