Author Topic: **More States Pressured/Extorted To Track Children (From Birth to Workforce)  (Read 9195 times)

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Offline Catalina

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The Mississippi House has passed H.B. 608 providing for the establishment of a longitudinal data system to track education and student outcomes in the workforce which will require a multi-agency database. According to the PPJ Gazette for Feb. 21, this means tracking Mississippians from cradle to grave — almost.

Under the bill, several Mississippi state agencies will join in an interagency cooperation to track children from birth to workforce. The multiple databases will be combined into one database making information available to interested parties. Neither the legislation nor the Gazette article identified the “interested parties.”

PPJG wrote:

The system shall allow stakeholders and policymakers to access data on state residents from birth to the workforce to drive accountability and investment decisions.

Funding is to come from the Federal Department of Education.
The measure was heavily supported by Parents Campaign, a non-partisan grassroots network with the stated goal of “seeking to ensure a quality education for all Mississippi children.”
But PPJG author Lynne Swearingen questioned if Parents' Campaign, PTAs, and other Mississippi parents understood the intrusive nature of this legislation, or "the personal freedoms that will be surrendered" under it. She also wondered about a system of digital tracking that would ensure “if students needed help, the tracking would make sure it was offered.” Swearingen did not elaborate on the particular data-gathering methods, or devices for determining need or what kind of help would be offered.
With the budgets of Mississippi and other state cracking under heavy debt loads, Swearingen believes that not only should federal money not be accepted for an expensive project whose outcome is iffy, but that the implications of mandatory longitudinal studies are not good. Though integrated data bases now make such data storage easier, an increasing number of parents and others may question the wisdom of using them for this purpose.
Parents everywhere are encouraged to monitor this trend if their children are enrolled in government schools.
Spare no cost for truth's sake, neither depart from it for any gain. -Proverbs 23:23

Bestow not the gifts that God has given you to get worldly riches. -Proverbs 23:4

Offline Geolibertarian

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Re: Mississippi House Passes Bill To Track Children (From Birth to Workforce)
« Reply #1 on: February 23, 2011, 04:36:24 pm »
Funding is to come from the Federal Department of Education.

That explains it right there! (Peg Luksik: Who Controls Our Children?)


George Carlin on education and the "real owners" of America

But if you talk to one of them about this, if you isolate them, sit 'em down, rationally, and you talk to 'em about the low IQs and the dumb behaviour and the bad decisions -- right away they start talking about education. That's the big answer to everything: education. They say we need more money for education. We need more books, more teachers, more classrooms, more schools; we need more testing for the kids.

And you say to them, "Well, you know we've tried all of that, and the kids still can't pass the tests." And they say, "Ah, don't you worry about that, because we're going to lower the passing grades." And that's what they do in a lot of these schools, now, they lower the passing grades so more kids can pass -- more kids pass, the school looks good, everybody's happy, the IQ of the country slips another 2 or 3 points, and pretty soon all you'll need to get into college is a f**kin' pencil. Got a pencil? Get the f**k in there, it's physics.

Then everyone wonders why 17 other countries graduate more scientists than we do. "Education" -- politicians know that word, they use it on you. Politicians have traditionally hidden behind 3 things: the flag, the bible, and children -- "no child left behind; no child left behind." Oh, really? It wasn't too long ago you were talking about giving children a "head start." Head start? Left behind? Someone's losing f**king ground here.

But there's a reason...There's a reason for this. There's a reason education sucks, and it's the same reason it will never, ever, ever be fixed. It's never gonna get any better, don't look for it, be happy with whatcha got.

Because the owners of this country don't want that. I'm talkin about the real owners now: the big wealthy business interests that control things and make all the important decisions. Forget the politicians; they're irrelevant. The politicians are put there to give you the idea that you have freedom of choice. You don't. You have no choice. You have owners. They own you. They own everything. They own all the important land. They own and control the corporations. They've long since bought and paid for the Senate, the Congress, the statehouses, the city halls; they've got the judges in their back pockets; and they own all the big media companies, so they control just about all of the news and information you get to hear. They've got you by the balls. They spend billions of dollars every year get what they want. Well we know what they want: they want more for themselves and less for everybody else.
But I'll tell you what they don't want. They don't want a population of citizens capable of critical thinking. They don't want well-informed, well-educated people capable of critical thinking. They're not interested in that. That doesn't help them. That's against their interests. That's right. You know something? They don't want people who are smart enough to sit around the kitchen table and figure out how badly they're getting f**ked by a system that threw them overboard 30 f**kin' years ago. They don't want that.
You know what they want? They want obedient workers; obedient workers -- people who are just smart enough to run the machines and do the paperwork, and just dumb enough to passively accept all these increasingly sh*ttier jobs with the lower pay, the longer hours, the reduced benefits, the end of overtime and the vanishing pension that disappears the minute you go to collect it. And now, they're comin' for your Social Security money. They want your f**kin' retirement money. They want it back, so they can give it to their criminal friends on Wall Street. And you know somethin'? They'll get it. They'll get it all from ya sooner or later, because they own this f**kin' place. It's a big club, and you ain't in it. You and I are not in the big club.


"Abolish all taxation save that upon land values." -- Henry George

"If our nation can issue a dollar bond, it can issue a dollar bill." -- Thomas Edison

Offline Dig

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And the "Nazis of the Century" awards goes to:

Sir William Gates III and Warren Buffett:

Foundation Invests $22 Million in Research and Data Systems to Improve Student Achievement
Grants to identify effective practices and support student performance
Bill & Melinda Gates Foundation
Email: [email protected]   
January 22, 2009    

DALLAS -- The Bill & Melinda Gates Foundation today announced more than $22 million in investments in research and data systems. The grants are intended to help schools, districts, and states gather and effectively use data to have maximum impact on teaching and learning and create evidence-based links between students, educators, and policy makers.The grants are part of the foundation’s efforts to ensure that all students can graduate from high school college-ready and earn a postsecondary credential with real value in the workplace.

Grants to build and strengthen longitudinal data systems to support student progress and achievement will be given to the National Student Clearinghouse, National School Boards Foundation, and the National Center for Educational Achievement’s Data Quality Campaign. More than $8 million will go to organizations in Texas, including the Dallas Independent School District, the Communities Foundation of Texas, the College for All Texans Foundation, and E3 Alliance. Texas has been a national leader in developing effective educational data systems, with the Michael & Susan Dell Foundation playing a critical role in funding the development of key performance management tools across 10 districts, including the Houston, Austin, and Dallas school districts and four charter management organizations.

The foundation also announced grants to support research into the impact of teacher-level characteristics on student achievement to ACT Inc. and Teach For America, as well as to the Educational Testing Service for an unprecedented research collaboration with the RAND Corporation and the Institute for Social Research at the University of Michigan.

“As a country, we need to build an evidence base that will inform decision making at all levels in the system and lead to dramatic improvement in student achievement,” said Vicki L. Phillips, director of education at the foundation, in remarks at a news conference at W.T. White High School in Dallas. “Useful data and solid research about what works will help empower teachers, schools, and districts to more effectively keep students on the path to success in college and beyond. Our education system must be grounded in reliable data that assesses what works best in the classroom and serves the interests of all students."

The grants announced build on the new strategic direction of the foundation’s education work: on supporting the work that students and teachers do in the classroom; empowering effective teachers through professional development, reward, and recognition; innovation in engaging and supporting students of all achievement levels in the classroom and beyond; and ultimately doubling the number of low-income, young adults who earn a postsecondary credential. Underlying all of these strategic goals is a commitment to invest in research and data systems to inform decision making across the education system.

The foundation’s emphasis on data and research is reflected in the recent appointment of Thomas J. Kane, Ph.D., as deputy director of education for data and research. Kane is a nationally recognized education policy expert and professor of education and economics at Harvard University, where he and his colleagues have been working with school districts around the country, using data to evaluate hiring and certification policies for teachers, public school choice systems, and the effect of charter and pilot schools on student outcomes.

Texas has been a pioneer in creating student achievement standards, accountability policies, and innovative, engaging schools aimed at preparing all students for college and career readiness. Nevertheless, like other states, Texas faces data management challenges that inhibit its efforts to ensure that all students, particularly those from low-income and minority backgrounds, are achieving at high levels.

“Texas has long been a leader in accountability and standards-driven reform,” said John Fitzpatrick, executive director of the Texas High School Project based at the Communities Foundation of Texas. “But despite mounting recognition of the need to prepare all students for postsecondary education or training, there is work to be done in developing the performance management tools needed to accomplish that mission. This investment will help us create a road map to help policy makers, educators, business leaders, and parents navigate toward the goal of college and career success for all students in Texas.”

“Educators in Texas are committed to using data and research to inform and improve their work with students, but without a reliable way to track their progress, even the best intentions can miss the mark,” said Michael Hinojosa, superintendent of the Dallas Independent School District (ISD). Dallas ISD will receive a grant of $3.8 million to develop early warning indicators and tools that enable educators to respond in “real time” when students need additional assistance to stay on track and graduate college ready. This investment allows the district to build on groundbreaking performance management work funded by the Michael & Susan Dell Foundation.

The Bill & Melinda Gates Foundation and its partners are working to ensure that all students graduate from high school prepared for college and go on to successfully earn postsecondary credential with value in the labor market, with a focus on low-income and minority students. Since 2000, the foundation has invested more than $2 billion to this end, supporting more than 2,600 schools in 45 states and the District of Columbia.

Data and Research Grants

Grants to support longitudinal data systems and data implementation nationally ($4.2 million):

Data Quality Campaign ($600,000 over 3 years) to expand the focus of the National Center for Educational Achievement’s Data Quality Campaign to include postsecondary education. Working with national postsecondary organizations, such as the National Center for Higher Education Management Systems and the State Higher Education Executive Officers, the Data Quality Campaign will facilitate state efforts to share data between P-12 and postsecondary education systems, build support to sustain these systems, and change the culture around data sharing and use. The Data Quality Campaign is a national, collaborative effort to encourage and support state policy makers to improve the collection, availability, and use of high-quality education data and to implement state longitudinal data systems to improve student achievement.

National School Boards Foundation ($755,603 over 2 years) to promote the effective use of data for decision making by local school board members through the development of training modules, on-line materials, and easy-to-use data tools that would be piloted in six districts in three states over a 15-month period and then rolled out to the National School Boards Association network. The National School Boards Association is a nonprofit federation of state associations of school boards in the U.S. It represents 95,000 local board members who govern 14,600 local school districts serving more than 49 million public school students.

National Student Clearinghouse ($2.9 million over 2 years) to develop the first national secondary education research and reporting system that will provide participating high schools across all 50 states with reliable information on their graduates' college access and success rates. The grant will be used to evolve the current platform of the Clearinghouse's secondary educational research service, StudentTracker for High Schools, to enable it to provide secondary data collection and reporting to all 50 states, providing the first true information bridge between secondary and postsecondary education. The Clearinghouse, a national nonprofit organization, maintains the only nationwide database of postsecondary enrollment and degree records and provides educational verification and research services to more than 3,200 US collegiate institutions and 1,600 high schools.

Grants to fund research on teacher effectiveness and its impact on student achievement ($9.8 million):

ACT Inc. ($578,531 over 2 years) to explore the relationship between high school teacher characteristics and student learning outcomes. Using new data collected from a large national sample of students and teachers, ACT and a team of university-based researchers will examine high school teacher qualifications, including certifications, educational record, subject training, years teaching, and other experience variables. Results from this study will be made public in 2009. ACT is an independent, not-for-profit organization that provides more than a hundred assessment, research, information, and program management services in the broad areas of education and workforce development.

Educational Testing Service ($7.3 million over 4 years) will work with the University of Michigan’s Institute for Social Research and The RAND Corporation on “Understanding Teaching Quality,” a project that will evaluate the validity, the utility, and the interrelationships of a range of measures currently in use to assess teaching effectiveness. The aim of the project is to provide an empirical and methodological base for the development of robust teaching evaluation systems by the fall of 2012. ETS is the world's largest private nonprofit educational research organization. ETS's mission is to advance quality and equity in education for people worldwide by creating assessments based on rigorous research.

Teach For America ($1.9 million over 2 years) to support research that will evaluate Teach For America’s teacher training framework, Teaching As Leadership. Through video-taped observations, document collection (student work samples and lesson plans), and surveys, researchers will study the impact of specific teacher practices on student achievement. Teach For America is the national corps of outstanding recent college graduates and professionals of all academic majors and career interests who commit two years to teach in urban and rural public schools and become leaders in the effort to expand educational opportunity.

Grants to support data systems in Texas ($8.0 million):

College for All Texans Foundation ($1.2 million over 3 years) to support the development of a next-generation P-20 data system in Texas. Through this investment, the College for All Texans Foundation will support a strategic planning initiative at the Texas Higher Education Coordinating Board. This initiative is aimed at strengthening the data and analytical resources required for a robust education research infrastructure in Texas and will further develop the capacity of three Education Research Centers established by the Texas Legislature in 2006. Additionally, the investment supports more effective use of data currently available. In partnership with the College for All Texans Foundation, the Coordinating Board will provide week-long academies aimed at helping educators, policy makers, and administrators make better use of P-20 data, with an emphasis on the higher education portion of the data system. The College for All Texans Foundation supports the College for Texans Campaign, led by the Texas Higher Education Coordinating Board, a central part of the state’s higher education plan. Its mission is to enroll an additional 430,000 academically prepared people into Texas higher education by 2015.
Media Contact: De J. Lozada, 512.427.6119

Dallas Independent School District ($3.8 million over 3 years) will strengthen its efforts to track student performance and improve college readiness, the key to the district’s Dallas Achieves initiative. Dallas ISD is pioneering a college readiness warning system and building teacher capacity to use data to identify student needs, provide appropriate interventions and ultimately increase college readiness. Dallas ISD is the state's second largest school district, serving more than 157,000 students.
Media Contact: Jon Dahlander, 972.925.3903

E3 Alliance (Education Equals Economics) ($145,000 over 1 year) to support more effective P-16 Data Analysis and performance management through improved state data access and strategic student data systems design, as well as a regional model for transparent information sharing with business, education, and community leaders. The project’s centerpiece is an annual educational profile of never-before-available regional education trends and outcomes. In addition, the grant supports regional metrics and target setting for The Blueprint for Educational ChangeTM strategic plan for Central Texas. Since its founding in 2006 by the Austin Area Research Organization, The University of Texas at Austin, and Austin Community College District, the E3 Alliance has acted as a catalyst for change and is the P-16 Council for the Central Texas region. The E3 Alliance is dedicated to better aligning educational systems and practices to drive higher outcomes for students and ensure a more efficient allocation of resources to increase our competitiveness as a region.

The Texas High School Project ($2.9 million over 2 years) will work with eight of the largest urban school districts in Texas and a high-performing charter management organization (IDEA Public Schools) serving principally economically disadvantaged and minority students to advance effective data use at the district, school, and classroom levels. This system will allow teachers in participating school districts—Austin, Corpus Christi, Dallas, El Paso, Fort Worth, Houston, San Antonio, and Ysleta—to more effectively use data to make decisions and impact student outcomes. Together these school districts serve more than 640,000 students. THSP is an initiative of the Communities Foundation of Texas dedicated to graduating all Texas students ready for college and career success and prepared to be contributing members of the community.

Bill & Melinda Gates Foundation
Guided by the belief that every life has equal value, the Bill & Melinda Gates Foundation works to help all people lead healthy, productive lives. In developing countries, it focuses on improving people’s health and giving them the chance to lift themselves out of hunger and extreme poverty. In the United States, it seeks to ensure that all people—especially those with the fewest resources—have access to the opportunities they need to succeed in school and life. Based in Seattle, Washington, the foundation is led by CEO Jeff Raikes and Co-chair William H. Gates Sr., under the direction of Bill and Melinda Gates and Warren Buffett.

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Offline Dig

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Creating a Longitudinal Data System

Using Data To Improve Student Achievement

Creating the Will and Understanding To Use a Statewide Longitudinal Data System

A consistent refrain is heard in state houses, in district offices and in school staff meetings: “We need quality education data to do our jobs.”

Good information is critical to both the processes and the outcomes of a high-performing education system, and increasing numbers of voices — inside and outside the system — are calling for this issue to be a national priority. In November 2005, 10 organizations launched a national campaign to improve the collection, availability and useof high- quality education data. The Data Quality Campaign (DQC) aims not only to have longitudinal data systems in place in every state by 2009 but also, equally important, to change the culture surrounding data use in education.

Shining the Spotlight on Essential Data and on State Data System Progress

Over the past year, the DQC has generated power behind the issues of data collection, availability and use. A growing network of committed partners at the national, state and institutional levels is shining a brighter and wider spotlight on the pragmatic ways to build and use these longitudinal unit record data systems. We have evidence that this intense focus is bearing results. It is widely acknowledged that vital policy conversations now under way — conversations about increasing the rigor and relevance of high school, improving teacher quality, promoting higher graduation rates and reducing achievement gaps among student populations — cannot be successful unless they are informed by reliable longitudinal data.

Just as more education leaders are recognizing the need for better data, more states are doing the hard work of addressing that need by putting in place the DQC’s 10 essential elements of a longitudinal data system.

To date:*
42 states report having a unique student identifier (an integral part of a longitudinal data system) in place, up from 36 last year. Nine states have eight or nine of the essential elements (no state reports having all 10), while only six states have three or fewer.

Does your state collect the data you need to answer these questions?

Which schools produce the strongest academic growth for their students? (23 states report having the data to answer this question)
What achievement levels in middle school indicate that a student is on track to succeed in rigorous courses in high school? (5 states)
What is the state’s graduation rate, according to the calculation agreed to in the 2005 National Governors Association compact? (26 states)
What high school performance indicators (e.g., enrollment in rigorous courses or performance on state tests) are the best predictors of students’ success in college or the workplace? (4 states)
What percentage of high school graduates take remedial courses in college? (14 states)
Which teacher preparation programs produce the graduates whose students have the strongest academic growth? (9 states)
All eyes are opened, or opening, to the rights of man. The general spread of the light of science has already laid open to every view the palpable truth, that the mass of mankind has not been born with saddles on their backs, nor a favored few booted and spurred, ready to ride them legitimately

Offline Dig

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Longitudinal Data Systems

Unify student data from preschool through postgrad and into the work force

Few state education systems can track student progress and trends from data such as attendance, test scores and demographics across districts longitudinally or historically because they have limited access to information showing progress over time. And they lack a process for streamlining funding to proven programs or aligning educational resources to meet workforce requirements.

To address these challenges, states can merge the vast amounts of student data from the disconnected levels of public and even private education – culminating in the development of a data-rich, state-specific longitudinal data system (LDS) that integrates relevant data about a student's education from preschool through graduate school or actual entry into the work force.

We are meeting a huge need in the educational system with the SAS-enabled LDS. Arkansas Department of Education now has access to data, reporting and analysis to help improve student learning, increase student achievement and close achievement gaps.

—Sean Mulvenon, PhD Director NORMES, University of Arkansas

How SASĀ® Can Help

SAS provides a single, integrated view of student data statewide, with embedded metadata and data quality techniques that ensure clean, standardized data. SAS also helps you integrate with existing IT infrastructures to smooth the flow of information across departments and functions. With SAS, you can:

Integrate data, improve data quality and manage metadata. Regardless of source or format, SAS lets you access and consolidate all your data and apply embedded data quality techniques to cleanse and standardize it in a central location. A single, shared metadata server gives you access to shared metadata, business rules, data and security definitions throughout the system.

Use predictive analytics to identify current and future trends for better decision making. In a single integrated environment, SAS offers an analytics suite of solutions that is unmatched in the industry and provides consistent metadata throughout all data and analytical processes.

Equip all decision makers with secure self-service reporting. Users at all levels have secure self-service access to the information they need, in the format they need, at the time they need it. Interactive reports enable multiple views of data to support the data manipulation needs of different users.

How SASĀ® Is Different

At SAS, we understand that the right intelligence can put the right resources in the right place when they are needed and not after the fact.

Seamless data integration and superior advanced analytics. Based on decades of customer feedback, SAS software's ability to consolidate data regardless of its native database or platform and award-winning analytics sets it apart from other solutions.

Unmatched metadata management. SAS provides an open metadata structure that retains and tracks metadata across data sources to speed integration projects, simplify design and reduce maintenance costs.

A customizable, end-to-end solution. Using SAS, education customers have an iterative, customized approach to meet their institutions' growing needs for data, reporting and analytics.

Stability. In business since 1976, SAS has a solid track record as a reliable partner with steady profit growth that will provide ongoing support no matter how your needs grow and change.

R&D investment and a commitment to education. SAS is committed to partnering with education to deliver software and services for academics and administration. SAS R&D is consistently developing new products and services to meet the specific needs of current and future education customers.
All eyes are opened, or opening, to the rights of man. The general spread of the light of science has already laid open to every view the palpable truth, that the mass of mankind has not been born with saddles on their backs, nor a favored few booted and spurred, ready to ride them legitimately