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From the ECS State Policy Database: State Longitudinal Data Systems - This policy database—updated weekly—is made possible by your state's fiscal support of the Education Commission of the States....

Postsecondary Feedback Systems - This database provides information about the data systems in more than 20 states that provide districts and high schools with information about how their graduates have fared after entering postsecondary education in the state. (Michael Colasanti, Education Commission of the States, June 2008)...

P-16/P-20 Councils - P-16 councils were first established in the 1990s to convene state leaders representing early learning (the "P") through the first four years of college (the "16"). This ECS database provides information on existing P-16/P-20 Councils in the states. (Jennifer Dounay, Education Commission of the States, May 2008)...

(Maine) State Education and Employment Outcomes Task Force - Maine's task force on State Education and Employment Outcomes released its first report, which consists of a series of recommendations, among which are adding: third-year outcomes (wage data), data from adult education and data from private colleges. (State of Maine 126th Legislature, December 2014)...

State Student Data Privacy Legislation: What Happened in 2014, and What Is Next? - As interest grows in state student longitudinal data systems, legislatures are playing an increasingly active role in privacy protection. In 2014, 36 of the 46 states with legislative sessions introduced student data privacy bills; 20 states passed 28 such bills into law. No state defunded its longitudinal system. In the next round of legislative sessions, bills building on 2014's provisions will be introduced, parents' roles will be expanded and many districts will get resources to build their capacity. (Data Quality Campaign, August 2014)...

Ten Essential Elements of a State Longitudinal Data System - The 10 Essential Elements of Statewide Longitudinal Data Systems, along with the 10 State Actions, provide guidelines for state policymakers to ensure that quality data are used to increase student achievement. All states have committed to implement the 10 Essential Elements by September 2011, and every state should be poised to fulfill this 50-state commitment. (Data Quality Campaign)...

Ten Fundamentals of Coordinated State Early Care and Education Data Systems--Inaugural State Analysis - To measure states' progress toward building and using coordinated state early childhood education data systems, the Data Quality Campaign, in partnership with the Early Childhood Data Collaborative, surveyed 48 states and the District of Columbia in fall 2010. There were a number of key questions which the states could not answer. Surveyors found that states are collecting data related to ECE programs, but the data are uncoordinated and often incomplete and therefore cannot be used effectively to support continuous improvement efforts. (Early Childhood Data Collaborative, March 2011)...

Data Quality Campaign - Data Quality Campaign presents a number of video resources on how data can be applied to improve educational outcomes. (Data Quality Campaign, 2013)....

Strong Foundations: The State of State Postsecondary Data Systems - This document describes existing state postsecondary student-level data systems and provides examples of how they have been used. (Tanya Garcia and Hans L'Orange, SHEEO, November 2012)...

Kindergarten Through 12th Grade Schools' Collection and Use of Social Security Numbers--Audit Report - Objective of this activity was to assess kindergarten through 12th grade schools' collection and use of Social Security numbers and the potential risks associated with current practices. Following the audit, recommendations were presented to the Social Security Administration that they inform the education community about the potential risks of using social security numbers as student identifiers; encourage state departments of education to reduce unnecessary collection of social security number of implement safeguards to protect the numbers when they are collected. (Social Security Administration, July 2010)...

Creating a Comprehensive Teacher Data System - Research consistently has shown that teachers have the most impact on student learning. We need to know much more about teachers if we are to improve the quality of teaching and learning for all students. We need to know where teachers are trained, what subjects and grades they teach, who their students are, and how their students perform. Having this data would make it possible to: (1) Improve teacher preparation programs and routes to certification; (2) Generate information on class sizes by subject area; (3) Estimate expenditures at the school level; (4) Improve professional development tailored to staff needs; (5) Better understand teacher supply and demand; (6) Determine the experience level of teachers of low-income and special needs students; and (7) Target support and professional development activities where they are needed most. (Center for Strengthening the Teaching Profession, Data Quality Campaign, May 2010)...

10 Essential Elements of a State Longitudinal Data System: - Although each state’s education system is unique, DQC has determined that there are 10 elements that are essential to a successful longitudinal data system. The DQC conducts an annual survey that produces results on each state's progress on implementing a comprehensive longitudinal data system which can be accessed here. Roll over a particular state on the map and view the most recent results. (Data Quality Campaign) ...

Linking Data Across Agencies: States That Are Making It Work - This issue brief captures the current status of states' ability to link data across agencies, the opportunities and challenges they face, and how leading states are breaking down silos to ensure data follow individual students over time to improve success. (Rebecca Carson, Elizabeth Laird, Elizabeth Gaines and Thaddeus Ferber, Data Quality Campaign, March 2010)...


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