The Future of Maryland’s Data Systems

1. The Future of Maryland’s Data Systems Leslie Wilson

2. What is an LDS? • Comprehensive data system • Links data from year to year to create historical student record • Links data across data collections (i.e. attendance, assessment, discipline, demographics) • Progress and reporting required for stimulus funds, Race to the Top eligibility

3. Driving Forces MLDS

4. System Requirements

5. Foundation for New Reform

6. Data Quality Campaign 10 Essential Components • Accepted as the national standard for data systems • Defines USDE’s expectations for states • Consists of 10 required components • Sets priorities for Maryland’s development activities

7. Accomplishments-DQC Essentials • Unique student identifier • Enrollment, demographic, program data • Ability to match test records year to year to measure student growth • Untested students and reasons • College readiness scores • Graduation and drop out data • State data audit system

8. Additional DQC Components Student level transcript information including courses completed and grades earned • Requires standardized course codes – elementary, middle and high • In process, part of Common Core activities • LEAs need not adopt new numbers, but must provide a “crosswalk” between local and state numbers • LEAs need to collect course, section, grades

9. Additional DQC Components A teacher identifier system with the ability to match teachers to students • Same system as student IDS • IDs assigned in October 2010 and being distributed to LEAs (local training Jan. 2011) • LEAs need to collect and report teacher/student rosters to MSDE

10. Additional DQC Components Ability to match student records between the P-12, higher education systems and workforce • Senate Bill 275 established MD Longitudinal Data Center • Funding included in Race to the Top

11. DQC 10 State Actions • Link data systems (PK through college and workforce) • Create stable sustained support • Develop governance structures • Build state data repositories (student, staff, financial, etc.) • Implement systems to provide timely access to information

12. DQC 10 State Actions • Create progress reports to improve student performance • Create reports using longitudinal statistics to guide system-wide improvement efforts • Develop a P-20/workforce research agenda • Promote educator professional development and credentialing • Promote strategies to raise awareness of available data

13. America Competes Act • Inclusive of DQC 10 essential elements • Emphasizes transitions • Student-level information on exit, transfer, drop out and completion of P-16 program. • Extent to which students transition successfully to postsecondary education (including remedial coursework) • Other information to address alignment and preparation for postsecondary success

14. P-20 Data Center • Established by Senate Bill 275 • Sponsored by the Governor • Extends P-12 longitudinal data system into postsecondary and workforce/military • Research based on transitions, and policy questions • Overseen by collaborative, representative Governing Board

15. More on P-20 • Agencies involved: • MSDE • Maryland Higher Education Commission • Department of Labor and Licensing • Governing Board includes: • Chancellor Britt Kirwan, USM • State Superintendent Grasmick • Secretary Lyons, MHEC • Four appointed at-large members

16. P-20 Data Center

17. P-20 Data Center

18. Required Reporting for SFSF • 33 indicators • Discuss those for which we still need data • All reporting due by September 2011 • Promised in exchange for money we already spent

19. Required Reporting for SFSF • Indicator B. (2) - Provide student growth data to teachers in reading/language arts and mathematics in a timely fashion that informs instruction. • Requires LEA submission of teacher/student rosters by course and section to MSDE

20. Required Reporting for SFSF Indicator B. (3) - Indicate whether the state provides teachers of reading/language arts and mathematics (for grades in which the States administers assessments) with data on student performance, related to those assessments, that include estimates of individual teacher impact on student achievement in a manner that is timely and informs instruction (Yes or No)

21. Required Reporting for SFSF • Indicator C. (12) Provide the number of high school graduates, by subgroup, who subsequently enroll in institutions of higher education

22. Required Reporting for SFSF • Indicator C. (13) - Provide the number of high school graduates, by subgroup, who enroll in public IHE and the number who complete at least one year of college credit applicable to a degree

23. Required Reporting for SFSF • Descriptor A. (1) - Describe for each LEA, the systems used to evaluate the performance of teachers. • Indicator A. (2) - Indicate for each LEA, whether the systems used to evaluate the performance of teachers include student achievement outcomes as an evaluation criterion. (Yes or No) • Indicator A. (3) - Provide for each LEA, a distribution by number and percentage (including numerator and denominator) of the teachers at each performance rating or level in each LEA. • Indicator A. (4) For each LEA, indicate whether teacher evaluation performance levels or ratings are available to the public by school. (Yes or No)

24. Next Steps • Collaborating with LEAs • Work with CIOs • Data exchange projects • Technology architecture team • Projects: • Course codes • Teacher student linking