1 / 28

Public and private sources of funding are now beginning to

Center for Educational Performance and Information Update Michigan Educational Research Association May 17, 2011. Public and private sources of funding are now beginning to require recipients to track longitudinal “results.” Push for comprehensive tracking of a student’s academic progress

ena
Download Presentation

Public and private sources of funding are now beginning to

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Center for Educational Performance and InformationUpdateMichigan Educational Research AssociationMay 17, 2011

  2. Public and private sources of funding are now beginning to • require recipients to track longitudinal “results.” • Push for comprehensive tracking of a student’s academic progress • over time to better understand how the inputs (funding, programs, • policies, etc.) impact learning over time • No Child Left Behind Act • Private foundations • Elementary and Secondary Education Act • American Recovery and Reinvestment Act (ARRA)

  3. American Recovery and Reinvestment Act of 2009 (ARRA) • $1.3 billion from State Fiscal Stabilization Fund to support education (P-20) • The Four Assurances • CEPI’s focus is on “Improving Collection and Use of Data” • America Competes Act – primary focus on systems containing elements of data and system-wide exchange processes from the Data Quality Campaign • All ARRA sub-grantees require continued focus on data interoperability, P-20 connections and SLDS

  4. America Competes Act • 12 Essential Elements of a SLDS: • A unique statewide student identifier that does not permit a student to be individually identified by users of the system • Student-level enrollment, demographic and program participation information • Yearly test records of individual students with respect to assessments under the Elementary and Secondary Education Act • Information on students not tested by grade and subject • A teacher identifier system with the ability to match teachers to students • Student-level transcript information, including information on courses completed and grades earned • Student-level college readiness test scores • Student-level information about the points at which students exit, transfer in, transfer out, drop out, or complete P-20 education programs • The capacity to communicate with higher education data systems • Information regarding the extent to which students transition successfully from secondary school to postsecondary education, including whether students enroll in remedial coursework • Other information determined necessary to address alignment and adequate preparation for success in postsecondary education • A state data audit system assessing data quality, validity and reliability

  5. Statewide Longitudinal Data System From a national perspective, the goals of a SLDS are to: • Interconnect PK–12, postsecondary and workforce data systems • Create a web portal that provides transparency to the data • Make possible collaborative relationships and governance structures • Incorporate student growth as a significant factor in teacher and principal evaluation systems • Provide data to researchers and other experts • Enable accurate, consistent and efficient data reporting processes

  6. Statewide Longitudinal Data System Additionally, Michigan has distinct and diverse uses for our SLDS: • Career and College readiness evaluations • Teacher supply and demand studies • Four-year cohort graduation and dropout rate calculations • Great Start Readiness Program evaluation • Participation in studies such as: • High Scope Longitudinal Study • REL Late Hire Study

  7. Step 1: Identify the Databases Student Data (MSDS) Adult Education Data (MAERS) Personnel Data (REP) Workforce Data School Directory (EEM) Financial Data (FID) Assessment Data (MEAP, MME) Postsecondary School Data (STARR, NSC) Grant Recipient Data (MEGS) Other

  8. Step 2: Apply Common Identifiers Student Data (MSDS) Adult Education Data (MAERS) Personnel Data (REP) Workforce Data UIC School Directory (EEM) Financial Data (FID) UIC Assessment Data (MEAP, MME) Postsecondary School Data (STARR, NSC) Grant Recipient Data (MEGS) Other

  9. Step 3: Develop a Repository Student Data (MSDS) Adult Education Data (MAERS) Personnel Data (REP) Workforce Data School Directory (EEM) Financial Data (FID) Assessment Data (MEAP, MME) Postsecondary School Data (STARR, NSC) Grant Recipient Data (MEGS) Other

  10. Step 4: Develop ETL Processes Extraction

  11. Transformation

  12. Loading

  13. State and Federal Reporting Researcher Access to Data

  14. Phased Approach Student Data (MSDS) Adult Education Data (MAERS) Personnel Data (REP) Workforce Data School Directory (EEM) Financial Data (FID) Assessment Data (MEAP, MME) Postsecondary School Data (STARR, NSC) Grant Recipient Data (MEGS) Other Phase 3 Phase 1 Phase 2

  15. Questions that can be answered

  16. Building the Connections: Moving the UIC from early childhood forward • Early Childhood – Data gaps identified by the Data Quality Campaign • Gaps include childcare, Head Start • Meeting scheduled with CEPI, MDE, and ECIC in mid-April to foster collaboration and address data gaps • PK-12 • Collected in the MSDS • UICs linked with migrant, assessment, and CTE systems • Adult Learners • IHE UIC Extension project • Resources added in CEPI to focus on this aspect • Meeting scheduled with Bureau of Workforce Transformation (BWT) and LMI to discuss UIC extension into adult education and workforce training • Discussions underway with Dept. of Treasury regarding the integration with scholarship data

  17. Status of e-Transcripts, IHE UIC and STARR Data • E-Transcripts • All public IHEs are capable of receiving electronic transcripts • 99% of public high schools are registered with the e-Transcript service • Vast majority of public high schools are “live” with the service and have sent 73,000 electronic transcripts (approximately 40% actively using service) • Need IHEs to encourage high schools to use this service to transfer the UIC and bring efficiencies to the process • IHE UIC • IHEs uploaded files to the MSDS to obtain UICs from Dec 2010-Feb 2011 • STARR • Student Transcript and Academic Record Repository (STARR) upload is May • for IHEs and June for high schools

  18. Teacher Student Data Link • Required by SFSF and State School Aid Act • One or more Personnel Identification Codes (PICs) for each student • Phases in standardized SCED course codes from NCES (local course names 2010-11) • Report on 2010-11 in summer 2011 • Collection now open • Data Quality reports in planning and design

  19. Longitudinal Data System Repository • Vendor is Dewpoint (subcontractors: Red Cedar Solutions Group and SAS) • Project kicked off in November 2010 with project management • initiation/planning and requirements gathering through January 2011 • Pipeline approach: focusing on the MSLDS providing SFSF high priority • extracts • Completed Phase I portal report requirements definition • Completed Phase II requirements planning with requirements gathering to • begin in April • Phase III requirements to begin end of 2011

  20. P-20 Advisory Council Guidance • Identify new data sources • Facilitate getting standard identifiers on records in new data sources • How best to apply changes in federal/state policies • What should/should not be connected • How to minimize duplicate efforts • Identify new policies that can drive new reports/use • What data analysis would be most beneficial • How best to display the data • FERPA compliance • How stakeholders will use the data and the implications • Build capacity for data use to improve education and policy

  21. What Data will be in MI School Data? First Phase (Sept. 30, 2011) Assessment Test scores and College Readiness Enrollment Headcount and Non-resident reports Report Card Accountability and Accreditation Postsecondary enrollment and remediation Educator effectiveness

  22. What Data will be in MI School Data? Later Phases Staffing source: Registry of Education Personnel Finance source: Financial Information Database Crime and Safety source: School Infrastructure Database More detailed Postsecondary Enrollment data Early Childhood

  23. MI School Data Report Views MI School Data reports are proposed to include the following views of the data (where applicable) Summary Snapshot Longitudinal Data Table Comparison

  24. MI School Data Timeline Design and Testing – Spring & Summer 2011 August 2011 release Annual Education Report (AER) Report Card and AYP status September 2011 release Remaining MI School Data Year One reporting functionality

  25. What do you need to do now? CEPI will be posting additional information on the CEPI website (http://www.michigan.gov/cepi) as it becomes available. For immediate questions contact CEPI Customer Support at: E-mail: CEPI@michigan.gov Phone: (517) 335-0505, Option 3

  26. Phase 1 Timeline

  27. State of Michigan Partners Michigan Department of Education Bureau of Assessment and Accountability Office of Educational Improvement and Innovation Office of Field Services Office of Special Education and Early Intervention Services Michigan Department of Technology, Management and Budget Agency Support Services - eMichigan Office Center for Educational Information and Performance Office of Enterprise Security

  28. Thank You Center for Educational Performance and Information (CEPI) Michigan Department of Education Macomb ISD Calhoun ISD Shiawassee RESD Have additional questions? Contact CEPI Customer Support: cepi@michigan.gov

More Related