Rights Contact Login For More Details
More About This Title Implement, Improve and Expand Your Statewide Longitudinal Data System: Creating a Culture of Data in Education
English
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 SLDSsDescribes how to plan for and implement an SLDS, including best practices regarding data governance, standards and privacyDiscusses proven methods of data management, and details the two most popular methods of database architectures used for SLDSsProvides 5 case studies of states successfully using SLDSsOffers suggestions for expansion and inclusion of new datasets over timeThis 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.
English
JAMIE McQUIGGAN is a technical writer specializing in education topics at SAS Institute Inc. She has a master's degree in technical communication and experience in software documentation, grant writing and social media strategy. She is a former information developer at IBM and business analyst with Fidelity Investments.
ARMISTEAD W. SAPP III is the senior vice president of Research and Development at SAS, responsible for the development of the software used at more than 65,000 sites in more than 135 countries. As head of the P-20 efforts at SAS, he leverages corporate R&D to bring innovative solutions for administration and instruction to the education market. This includes responsibility for SAS® Curriculum Pathways, a no-cost Web-based curriculum for middle and high schools. His 20-plus-year career at SAS has encompassed many roles in marketing and R&D, and he was the president of SouthPeak Interactive (a developer and publisher of interactive entertainment software). He is also a contract researcher at Duke University Health System, working on neonatal best practices and safety.
English
Foreword xiii
Preface xvii
Acknowledgments xix
Chapter 1 How to Establish a Successful SLDS 1
What Is a Statewide Longitudinal Data System? 2
What an SLDS Can Do That Sneaker Net Cannot 4
What It Takes to Implement (or Improve) a Successful SLDS 9
Preview 13
Notes 15
Chapter 2 The SLDS Landscape 17
History of Longitudinal Data Systems 18
The State of SLDSs Today 23
Data Management Models 28
Conclusion 30
Notes 31
Chapter 3 Getting Started on Your SLDS 33
SLDS Planning and Preparation 35
Establish a Data Governance Board 35
Address Interoperability of the Data 38
Set Policies for Data Security and Student Privacy 41
Evaluate Current Systems and Make Connections 45
Make It Sustainable 50
Conclusion 53
Notes 54
Chapter 4 Data Management: Creating One Version of the Truth 57
What Is Master Data Management? 58
Incorporating MDM Principles in Your SLDS 60
Conclusion 75
Notes 75
Chapter 5 Florida Case Study: The Up- and Downside of Being the First 77
Florida’s SLDS 78
Renovating What Exists Using Federal Grants 79
Conclusion 83
Notes 84
Chapter 6 Michigan Case Study: SLDS—a Tool for Reinventing the Economy 85
Michigan’s SLDS: Moving Beyond Compliance 86
Career and College Ready Initiative: How Longitudinal Data Can Inform the Discussion 92
Conclusion 94
Notes 94
Chapter 7 North Carolina Case Study: New SLDS, Existing Partnerships 95
Stakeholders and the NC P20W System 96
The Vision 101
State Legislation Reinforcing SLDS 102
Conclusion 104
Notes 104
Chapter 8 Sharing Information with Others 105
Public Information Sharing: What Information Is the Public Entitled to and Interested In? 108
Policy Makers and State-Level Decision Makers: How Can Legislators Enable and Use Longitudinal Data? 109
Researchers: How Can States Leverage Researchers to Make the Longitudinal Data Answer Key Questions? 112
Establishing the Connection with Academia 114
Parents: What Longitudinal Data Do Parents Need, and How Will It Make a Difference? 118
Students: How Can Schools Provide Students with More Intuitive, Instant Access to Their Own Student Record Contextualized with Longitudinal Data? 122
Conclusion 124
Notes 124
Chapter 9 Using Data in Schools and Classrooms 127
Teachers 128
Administrators 134
The Teacher–Student Record Link 136
Conclusion 141
Notes 142
Chapter 10 Expanding Your SLDS: Adding Out-of-School Time and Health-Care Data 145
Collective Impact: The Longitudinal Data Connection 148
OST: What Happens When They’re Not in School? 149
Health-Care Data 153
How to Facilitate Collective Impact Initiatives 157
Conclusion 160
Notes 161
Chapter 11 A Culture of Data: Using Longitudinal Data to Solve Big Problems 163
Creating a Culture of Data 164
Data-Driven Decision Tools 171
Response to Intervention (RTI) 172
Early Warning Systems 177
Conclusion 180
Notes 181
Chapter 12 It’s Not about the Data 185
Ways to Sustain the System 188
Conclusion 193
Notes 194
About the Authors 195
Index 197
