The Data Quality Campaign (DQC) is a national, collaborative effort to encourage and support state policymakers to improve the availability and use of high-quality education data to improve student achievement.
ARRA funding for longitudinal data systems as well as state case studies are available from the DQC.
Leveraging ARRA Funding for Developing Comprehensive State Longitudinal Data Systems. Unprecedented federal funding opportunities are directed at developing state-level, P-20 longitudinal data systems. Creating such a comprehensive database requires a fundamental rethinking of how states organize and administer information. This 12 page paper offers tactics for states developing proposals for these systems. Jay Pfeiffer, Steve Klein, Karen Levewque. MPR Associates, Inc. (2009)
A Framework for a Multi-State Human Capital Development Data System, from the Western Interstate Commission for Higher Education. This paper presents a framework for how a multi-sector, multi-state data resource might be designed and governed. It is based on discussions and ongoing initiatives across several WICHE states, especially an effort involving the states of Washington, Oregon, Idaho, and Hawaii, to develop a prototype multi-state data exchange. (2009)
Integrated Performance Information for Workforce Development - A Blueprint for States. This is a guide for states interested in creating or further developing integrated performance information for workforce development programs. The Blueprint was produced through the joint efforts of six states (Florida, Michigan, Montana, Oregon, Texas, and Washington), with the financial support of DOL. State of Washington, Workforce Training and Education Coordinating Board (2005)
The Statewide Longitudinal Data Systems (SLDS) Grant Program, is designed to aid state education agencies in developing and implementing longitudinal data systems. These systems are intended to enhance the ability of States to efficiently and accurately manage, analyze, and use education data, including individual student records. The data systems developed with funds from these grants should help States, districts, schools, and teachers make data-driven decisions to improve student learning, as well as facilitate research to increase student achievement and close achievement gaps.
Southeast Comprehensive Center, document containing the compiled results of research on Web-Based State Longitudinal Data Systems, conducted April 2009, summarizes criteria required for inclusion in the document, status of state systems, and extensive references included at the end of the paper.
Using Unique Identifiers to Promote Data Sharing Between Part C and Part B, from Project Forum at NASDSE. Indicators C8 and B12 require states to have data systems and procedures in place that allow them to collect accurate student-level data between two different programs that are often administered by different state agencies. Using unique identifiers that are assigned to children identified in Part C and remain assigned to the child as they transition to Part B is one aspect of data sharing that some states have used in order to improve early childhood transition. (2009).
