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Monday, October 29, 2012 David Stevens, The Jacob France Institute, University of Baltimore

An Expansive View of SLDS Sources of Decision-relevant Value: Toward a Robust Portfolio of Human Capital Development Measures. Monday, October 29, 2012 David Stevens, The Jacob France Institute, University of Baltimore Sharon Enright, Ohio Department of Education

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Monday, October 29, 2012 David Stevens, The Jacob France Institute, University of Baltimore

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  1. An Expansive View of SLDS Sources of Decision-relevant Value: Toward a Robust Portfolio of Human Capital Development Measures • Monday, October 29, 2012 • David Stevens, The Jacob France Institute, University of Baltimore • Sharon Enright, Ohio Department of Education • Ting Zhang, The Jacob France Institute, University of Baltimore

  2. Career-Technical Education • Use Case: • SLDS Robustness

  3. CTE Use Case: SLDS Robustness CTE Use Case supports robustness of SLDS • Some states took CTE’s data needs into consideration from beginning. • Many states took basics-only approach − ”K-12 + Postsecondary.” • CTE not well-served.

  4. CTE Use Case: SLDS Robustness What will states gain by being expansive? • Meet accountability needs of CTE (and others). • Provide richer data for many programs, for multiple purposes. • Answer critical questions for policy makers and funders. • Have more robust data available for research.

  5. SLDS Robustness Test If CTE’s data needs can be met, the SLDS is likely to be robust. • K12 data linked to Postsecondary data? • Adult Workforce Training data linked to K12 and Postsecondary data? • Workforce−UI/Wage data linked to all student data? • GED data linked to all student data? • “Worker credential” data linked to all student data?

  6. Challenges for a “Basics-Only” SLDS Basics-Only “K12+Postsecondary” SLDS Challenges: • Individual Identifier – Often not developed from the ROBUSTNESS perspective. • Benefits of having particular data fields often not considered in decisions about content and business rules for a SLDS. • State laws & rules may limit access to individual data: • Access to student names and/or SSNS may be prohibited. • Retention of student-level data may be limited.

  7. SLDS Sustainability The CTE community believes that the case for SLDS sustainability (state funding) would have been stronger if CTE had participated in the initial and ongoing design and development stages. CTE is on board now to help accelerate the production of deliverables that stakeholders value.

  8. CTE and National Data Initiatives Many national data initiatives now recognize the value of the inclusion of the CTE community: • SLDS Grant Program • Common Education Data Standards (CEDS) • Secondary School Course Classification System: School Codes for the Exchange of Data (SCED) • Data Quality Campaign (DQC) • Workforce Data Quality Campaign (WDQC)

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