Supporting Data Access for Researchers: An LEA Perspective

1. Supporting Data Access for Researchers: An LEA Perspective Christina Tyedeman Hawaii Department of Education Sheri Ballman Princeton City School District (OH)

2. A Product of the • LEA Data Access Working Group • National Forum on Education Statistics

3. Forum Purpose To improve the quality, comparability, and utility of elementary and secondary education data. http://nces.ed.gov/forum

4. LEA Data Access Working Group Chair Christina Tydeman, Hawaii Department of Education Members Sheri Ballman, Princeton City Public Schools (OH) Marilyn King, Bozeman School District #7 (MT) Linda Rocks, Bossier Parish School System (LA) Arleen Thompson, Boston Public Schools (MA) David Weinberger, Yonkers Public Schools (NY) Project Officer Ghedam Bairu, National Center for Education Statistics (NCES) Consultants Abby Loughrey, Quality Information Partners (QIP)

5. Problem Responding to and servicing researcher requests for data access requires a significant amount of LEA staff time and effort. Requests often fail to align with the agency’s strategic priorities and, as a result, research findings infrequently support the LEA in its efforts to educate students.

6. Document Purpose Recommend policies, practices, and templates that can be adapted/adopted by LEAs as they consider how to most effectively respond to requests for data access from researchers.

7. Audience • Primary • Local education agency policymakers • Local education agency data managers • Secondary • Research community

8. Background Forum Guide to Supporting Data Access for Researchers: A State Education Agency Perspective

9. Intended Outcome The establishment of a robust data access framework: • Helps the LEA to more efficiently and responsibly support access to data • Results in findings that enhance the agency’s efforts to educate its students.

10. Types of Data Access Requests

11. Foundation: The Research Agenda Aligns with the LEA’s strategic plan. Guides researchers in designing projects that meet the needs of the LEA. Dynamic—modified as the agency identifies new goals and priorities.

12. CORE PRACTICESSteps for Handling Data Access Requests

13. Core Practices Help Researchers Understand Agency Data and the Data Request Process Create Effective Request Forms for Researchers Review Data Requests Strategically Manage the Data Request Process Efficiently Release Data Appropriately Monitor Data Use Use research findings in the LEA

14. 1. Inform Researchers • Create, promote, and use a research agenda. • Develop policies about training topics and requirements for researchers. • Identify or develop resources (e.g., training materials) to help researchers better understand, request, and access new and existing data. • Determine when communications would be most useful to researchers during the data request/access/use timeline.

15. 2. Create Effective Request Forms for Researchers • Identify the information needed by the LEA to evaluate data access requests; design forms that are likely to generate this information in an efficient manner. • Consider the use of a Preliminary Data Access Request form to minimize the burden on prospective researchers while still providing adequate information for an initial review of the request. • Design and implement a Full Data Access Request form that requires all of the information needed for the request to be evaluated.

16. 3. Review Requests Strategically • Determine and post a process for channeling requests to the appropriate office or offices in the agency. • Assign responsibility for each incoming request. • Standardize a review method or methods. • Determine the participants and frequency of review team meetings. • Establish a method for handling requests that cannot wait for a review team meeting. • Develop guidelines for handling requests that involve data from other agencies.

17. 4. Manage the Request Process Efficiently • Establish and clearly communicate eligibility criteria. • Develop a searchable system (for internal use) that tracks the entire data access process, from receiving requests to data destruction. • Determine how the LEA will communicate with researchers and share formative information about the review status. • Advise researchers about ways in which the request process can be streamlined.

18. 5. Permit Data Access Appropriately • Create a checklist for review prior to releasing data to verify that the researcher has completed all mandated training, paid any required fees, and signed all required agreements. • Establish procedures for providing the researcher with relevant metadata. • If providing access to new data, ensure that an LEA staff member—who is qualified to evaluate and enforce the legality and ethics of research activities—monitors all interactions between students and researchers (according to local policy). • If providing access to existing data, determine the format and media for releases and engage in data protection activities. • Record all disclosures in compliance with expectation set forth in FERPA.

19. 6. Monitor Data Use • Confirm researcher adherence to agreements through project monitoring and data security audits. • Consider reasonable modifications to the Data Accessing Agreement when the researcher submits the appropriate forms and justifies any modifications to the original request. • Ensure that approved modifications are stored and tracked with the original request. • Review research outcomes to prevent any unintended disclosure of personally identifiable information. • Review any recordkeeping by the researcher to ensure that all privacy rights afforded to students and staff will be guaranteed. • Confirm project completion and data destruction.

20. 7. Use Research Findings in the LEA • Solicit results once research projects are complete. • Encourage researchers to effectively communicate findings in ways that are easily disseminated to a range of stakeholders including policymakers, administrators, practitioners, and parents. • Use the research findings to inform the work of the LEA. • Build mutually beneficial relationships with researchers through ongoing communication.

21. Core Practices Review Help Researchers Understand Agency Data and the Data Request Process Create Effective Request Forms for Researchers Review Data Requests Strategically Manage the Data Request Process Efficiently Release Data Appropriately Monitor Data Use Use research findings in the LEA

22. Model of Success Jefferson County Public Schools (KY) • Partnership with the University of Louisville’s College of Education and Human Development. • LEA teachers and administrators pursue doctoral degrees that culminate in research around the agency’s strategic plan. • Request process is automated through LEA website. • Doctoral program’s leadership includes an LEA representative who also sits on the university’s IRB (expedites LEA approval process and strengthens partnership). • Steps for informing and training researchers are embedded in the college’s coursework. • Monitoring is a coordinated effort between the LEA and university.

23. Additional Resources Check the Forum website for the publication’s upcoming release. http://nces.ed.gov/forum/publications.asp Refer to the SEA version of the guide. http://nces.ed.gov/forum/pub_2012809.asp

24. Questions???