1
SLDS & CTE: Challenges, Progress & Outcomes
Tuesday, November 15, 2011
Matt Koerner (MD)Jill Kroll (MI)
Matt Hastings (NE)
CTE in the MLDSProgress, Plans, and Challenges
Matthew KoernerCTE Accountability Specialist
Maryland State Department of Education
Progress• Initial phases of CTE incorporation
– Data modeling– Initial development– Awareness of CTE role in education data
• Show up at the meeting and contribute– Pre-graduate survey data (placement plans)– Post high school placement data– Data exchange agreements
• Use existing/ planned LDS projects– Course level data collection– Common course coding
Plans• Phase One:
– Existing Data Warehousing– Verification of Approved Program/ Course Enrollment
• Phase Two:– Reporting Requirements/ Dashboard Development– Pilot CTE data collection through MLDS
• Phase Three:– MLDS connection to workforce and post-secondary placement
• Phase Four:– Cease CTE specific secondary data collections (Goal)– Real-time student and program support dashboards
Challenges
• Not all CTE elements in local school system student information systems: TSA.
• Reduction of SSN reporting since institution of SASID
• Workforce/ Department of Labor (tbd)• Postsecondary CTE Data (level)
Michigan
• SLDS to be implemented in 3 phases
• Currently in phase 2 – includes CTE
• CTE-specific data elements collected through CTE Information System– linked using student Unique Identification
Code
• CTE data elements to be stored in SLDS
Michigan
Progress:– Have identified method for transferring CTE data
elements to SLDS– Still identifying which CTE data should be stored
in SLDS
Challenges:– Getting input from CTE educators on data needs– Data definitions vary across federal reports
Michigan
Strategies to address Challenges– CTE Research and Data Use Committee– State conference round table discussions
Main data needs identified to date:– Access to other K-12 education data by student– Postsecondary data for student– Information on CTE programs– Ability to make comparisons– All data in one place
SLDS and CTE in Nebraska:Progress, Challenges & Outcomes
Matt HastingsNebraska Department of Education
SLDS P-20W Best Practices ConferenceNovember 15, 2011
Progress
• Implemented a two phase approach:– Phase I –Unique student identification
(postsecondary addition)– Phase II – SLDS file specifications, data upload
• Postsecondary Enrollment & Academic Awards– No CTE specific files
• Data governance and administrative efforts:– SLDS charter development, adoption
• Implications for program reporting, evaluation
Challenges
• Program expertise vs. data expertise– Beyond accountability – considering evaluation
• Data element operationalization– Leverage IPEDS timelines, definitions
• Ultimately… data access, reporting, etc.• Program reporting – Perkins Accountability• Public vs. private postsecondary involvement• Connecting to workforce data
Outcomes
• Phase I and Phase II complete• Uniform unique student identification
– This alone provides for substantial gains in longitudinal education evaluation
• Functional administrative structure relative to statewide longitudinal education data
• Lingering questions regarding SLDS use, potential misuse, effectiveness, and costs
For more information, please contact:
Matt HastingsNebraska Department of Education
301 Centennial Mall South · P.O. Box 94987Lincoln, NE 68509-4987
Phone: 402-471-3104 · Fax: 402-471-4565Email: [email protected]
Website: http://www.education.ne.gov/NCE/DRAW/index.html
NE Postsecondary File Specifications Document: http://www.education.ne.gov/nssrs/docs/POSTSECONDARY_1_1_0.pdf
14
Contact Info and Resources:Matt Koerner, [email protected]
Jill Kroll, [email protected]
Matt Hastings, [email protected]
To Request SST Support: Fill out a TA Request
Form on GRADS
Page/Presentation Title Here