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1
P20 SLDS – How to Get Started2012 MIS Conference
Jeff SellersSLDS State Support Team
Carol JennerWashington Education Research & Data Center
Charles McGrewKentucky P-20 Data Collaborative
Photo credit: iStockPhoto.com
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Carol JennerWashington Education & Research Data Center
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The Washington Setting• Education Research & Data Center (ERDC) is the focus of P
20/W work in Washington State. • The Office of Superintendent of Public Instruction (OSPI) is
developing a K-12 SLDS, which will serve as the source of K-12 data for the P-20/W system.
• ERDC is a state education authority by statute, based in the research division of the Office of Financial Management (also home to the state’s unit-record public baccalaureate data system).
• ERDC has been funded by the Legislature since 2007 and has had 2009 ARRA SLDS grant funding since 2010.
• We anticipate that we will soon begin to build our data warehouse.
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Think P-20!
• P-20/W: Longitudinal, cross-sector work– Sectors: early learning, K-12, higher education (2/4-year), workforce
• Focus on cohorts – a group of individuals sharing a common characteristic and observed over time (longitudinally) as a group. Two examples:– Graduates from a particular year– Entering 9th graders in a particular year
• Two approaches– Outcomes for a cohort (looking forward)– Previous experiences of a cohort (looking backward)
• Focus on transitions across sectors: entering Kindergarten students, transition out of high school, transition from 2-year to 4-year higher ed, bachelor’s degree recipients, early leavers
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P-20 = Longitudinal, Cross-Sector
Year-to-year change in 4th grade assessment scores Longitudinal Cross-sector Trend P-20
High school assessment scores of 2009 graduates taking pre college mathematics in Fall 2009
Longitudinal Cross-sector Trend P-20
Year-to-year postsecondary enrollment rate of previous spring high school graduates
Longitudinal Cross-sector Trend P-20
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The Foundation: Identity-Matching
Personal information• Name, birthdate, ID numbers, demographic characteristics
Contextual information• Location, entry and exit dates, program participation, graduation
status, GPA
Deterministic and probabilistic approaches• Currently using Link Plus software and home-grown routines
Use of reference data• Confirmation of birthdate, last 4 of SSN, name changes
An on-going process
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Washington P-20 Concepts• Person-Role-Organization (PRO) conceptual model
– Roles include student, teacher, employee, client– Organizations include schools, colleges, classes, firms– A person may have several roles simultaneously, including several roles within
an organization– Program participation, assessments, achievements, characteristics, and
identifiers are all related to Person-Role-Organization
• Each person is associated with one P-20 ID– the person entity is used only to assign a unique P-20 ID since all
characteristics and events are captured at the PRO level
• The P-20 ID is the product of identity matching of data both within an organization and across organizations
• Linking – using the P-20 ID to relate data for each individual across education sectors and employment
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CohortsCohorts may be• Fixed – the members do not change• Updatable – members may change (based on identity-matching updates,
receipt of, for example)
Cohorts may be• Standard – well-defined and pulled on a routine basis for reporting (high
school graduation class, for example)• Ad hoc – the result of a special query or of a submitted list of individuals
(bachelor’s degree recipients who started at a community college or participants in a particular after-school program, for example)
Individual characteristics for cohort members• Retained at the Person-Role-Organization level (usually no attempt to
determine a “best” value for a characteristic across roles and organizations)
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Benefits of Centralized P-20
• Dedicated to true P-20/W work – research that addresses critical questions. No within-sector transactional activity conducted using the P-20/W data warehouse.
• Lean and mean – only elements required for P-20 research and policy analysis are included in data warehouse.
• Investment in identity-matching is retained and improved over time.
• Prior studies can be replicated – “from” and “to” dates stored for all elements.
• Persistent research IDs can be maintained, allowing for updating of research data sets.
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What’s Working for ERDC• Engaged and supportive leadership• Communication
– ERDC Newsflash, press releases– Well-defined critical research and policy questions– Persistence is critical
• Data governance– Organized consensus-based approach to data governance– Master data-sharing agreement template covering release of de-
identified data (data going out)– Standard request process that applies to all
• Data familiarity attained through use of data• Use of data to inform data warehouse development – we are
“data-ready” for mapping
Data Governance Committee StructureOffice of Financial
Management
Education Research& Data Center (ERDC)
Data StewardsCommittee
Experts directly familiar with data from their agency used in research.
Data CustodiansCommittee
Technical experts responsible for the technical delivery of data to and from the warehouse.
Research & ReportingCoordination CommitteePolicy experts who interact with agency decision-makers, stakeholders, and researchers.
ERDCGuidance Committee
Agency directors or deputies from agencies contributing data
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Sustainability
• ERDC was established as a result of Washington Learns, a governor-led 18-month review of the state’s entire education system, including workforce (2005-2006).
• ERDC with its focus on P-20/W has been funded since its creation in 2007. The legislature has already “bought in.”
• 2009 ARRA SLDS grant funding has accelerated the ERDC agenda.
• Increased demand for P-20/W information and efficiencies of a centralized data system will eliminate agencies’ needs for contracting out for similar work.
• Productivity will increase once data warehouse is in production with topic-specific data marts.
Teachers Who Leave Teaching
Teachers who left teaching jobs matched against administrative records from Unemployment Insurance Program and Department of Retirement Systems.
Source: “Who Leaves Teaching and Where Do They Go?,” Washington Education Research & Data Center, January 2011.<http://www.erdc.wa.gov/briefs/>
Retired30.0%
UI benefits0.4%
Not located21.9%
Outside public educa-tion
14.1%
Public education28.4%
Both public & non public education
5.2%2006n=4,291
Retired25.5%
UI benefits1.8%
Not located23.2%
Outside public education10.0%
Public education33.9%
Both public & non public education
5.6%2008n=3,411
“Feedback” Reports
1. High School Feedback Reports
2. Reports for community & technical colleges- Incoming students- Transfers to baccalaureate institutions
3. Reports for baccalaureate institutions- Incoming students- Workforce outcomes
erdcdata.wa.gov
Adding Student Characteristics
See www.erdc.wa.gov/briefs/pdf/201005.pdf for full report.
Low-Income Not Low-Income Total0%
20%
40%
60%
80%
100%
31% 31% 31%
11%22% 19%2%
3%3%
5%
12%11%
50%
31% 36%
All high school graduatesBy income status and type of institution.
(Universe: 2008-09 public high school graduates)
Low Income Total0%
20%
40%
60%
80%
100%
22%29%
63% 49%
4%5%
11%17%
Distribution of enrollmentBy income status and type of institution.
(Universe: 2008-09 public high school graduates enrolledin any postsecondary institution)
Not enrolled Out of state Washington private Washington public 4-year Washington CTC
Adding Community Characteristics
Community-Level Median Household Income(for households with children)
Census 2000 Educational Attainment and Median Household income at school district level obtained from NCES School District Demographics System. nces.ed.gov/surveys/sdds/index.aspx
Lowest Highest0%
20%
40%
60%
80%
100%
1,429 2,007 2,176 2,6633,722
3,7324,220 4,238
4,0453,594
601919
10681108
21426,058
5,557 4,742 4,0413,155
Lowest Highest0%
20%
40%
60%
80%
100%
1,871 2,027 2,009 2,4303,655
3,768 3,978 4,2294,014
3,834
739970 1010
10462072
5,691 5,206 5,1584,152
3,327
Educational Attainment Household Income
(Universe: 2008-09 public high school graduates in districts where educational attainment data are reported)
(Universe: 2008-09 public high school graduates in districts where median household income is reported)
Not enrolled Out of state Washington private Washington public 4-yearWashington CTC
Percent of Population Age 25 and OverWith Bachelor’s or Higher Degree
Student Employment
GPA <2.00
GPA 2.00 - 2.49
GPA 2.50 - 2.99
GPA 3.00 - 3.49
GPA 3.50 - 4.00
Total
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
56%
58%
61%
59%
52%
57%
5%
5%
5%
6%
7%
6%
39%
37%
34%
35%
41%
37%
Employed during school year Employed summer only Not employed
School-Year Employment (in high school) by Student GPA at H.S. GraduationUniverse: 2009 High School Graduates for whom employment status could be determined
Pre-College Mathematics
Lower-incomeschool
Medium-incomeschool
Higher-incomeschool
0%
10%
20%
30%
40%
50%
60%
42%35%
27%
StudentsLow-income
StudentsNot low-income
0%
10%
20%
30%
40%
50%
60%
45%
31%
Series10%
10%
20%
30%
40%
50%
60%
48%43%
38% 38%33%
26%
Lower-in-comeschool
Lower-incomeschool
Middle-incomeschool
Middle-incomeschool
Higher-incomeschool
Higher-incomeschool
Students: Not low-incomeStudents: Low-income
By school income level [based on percentage of graduates eligible for free or reduced-price lunch (FRPL)]
By student FRPL eligibility
By combination of school income level and student low-income status
Pre-College Math Course-Taking Rates,2008-09 Public High School Graduates enrolled in public postsecondary institutions (both CTCs and 4-year institutions) in 2009-10.Student low-income status is tied to FRPL eligibility.Schools are classified into three categories based on the percentage of graduates FRPL-eligible. Approximately 31,000 high school graduates are included in this analysis.
1 2
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Uses: CCER Demonstration Project
The Community Center for Education Results (CCER) is a community partnership focusing on increasing student achievement in South Seattle and South King County, Washington. For complete CCER report see www.erdc.wa.gov/briefs/pdf/R201101_CCER_Demonstration_Project.pdf.
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Memorandum of UnderstandingResponsibilities and Principles for Sharing and Using P-20 and
Workforce Data
Principle 1: Education Research and Data Center provides cross-sector, linked data to all data consumers in a consistent, transparent way.
Principle 2: Education Research and Data Center maintains the P-20 and workforce data warehouse.
Principle 3: Protecting the privacy of individuals is a priority. Principle 4: Partner agency data contributors (at the state and local
levels) are experts at understanding and explaining the data.
Principle 5: Common understanding and use of data increases its value.
Complete document: www.erdc.wa.gov/datasharing/pdf/workgroup/mou_final_201109.pdf
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For More Information about P-20 in Washington
Carol JennerEducation Research & Data Center
Carol.Jenner@ofm.wa.govwww.erdc.wa.gov
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Charles McGrewKentucky P-20 Data Collaborative
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Kentucky’s Data Sharing History
• ACT High School Feedback Reports (1990+)
• The MAX Project (2003)
• KEN Project and P-20 (2005/07)
• K-12’s KIDS Project – 1st Round SLDS Grants (2006)
• Kentucky’s High School Feedback Reports (2007)
• Postsecondary Migration Study (2007)
• P-20 Data Collaborative -- SLDS Grants (2009)
• Many other items – financial aid ad hoc studies, etc.
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Kentucky P-20 – Funding and SustainabilityCurrent and Previous Funding
• K-12’s KIDS Project – 1st Round SLDS Grants (2006)
• P-20 Data Collaborative – SLDS Grants (2009)
Creating a Sustainable Business Model
• Governor’s proposed budget includes $600,000 per year general funds
recurring dollars to sustain the P-20 Collaborative’s work.
• Early Childhood funds support part of the infrastructure and shared
component costs.
• Evaluating other options including charging fees, seeking additional grant
opportunities, and partnering on grants.
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P-20 Data Collaborative Governance
Joe Meyer (chair)Education and Workforce
Development Cabinet Secretary
Dr. Terry HollidayKentucky Department of Education, Commissioner
Dr. Phil RogersKentucky Education Professional
Standards BoardExecutive Director
Robert KingCouncil on Postsecondary
Education,President
Kentucky’s P-20 Data Collaborative is governed by a committee of four with the three founding agency heads and is chaired by the Education and Workforce Development Secretary. All project and fiscal decisions are made by this group and must be unanimous.
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Legal Authority• Collaborative established through an MOA in 2009 for
agencies participating in the grant.• P-20 Shared Repository established in 2010 by an
Executive Order with authority to match data across collaborative and other agencies.
Data Ownership• Each participating agency is a member. Each member
owns and maintains control of its own data.
Data Governance
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What is the Role of P-20?
Provide better, more timely information to inform policy makers than has ever been available before by:
1. Providing a secure way to link data across agencies to show a more complete picture than any agency can do;
2. Identifying the state’s critical policy questions and developing processes to answer them either by the agencies or by bridging the gaps between agencies; and
3. Working with policy makers and stakeholders to provide the information they need in the format they need it to improve programs and services. This requires tools and expertise that each agency may not possess.
P-20 is a complement and not a replacement for agency data systems unless the agencies want it to be otherwise.
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What is the Role of P-20?
P-20 can centralize a number of functions that would be much more work if each agency did it themselves such as:
1. Focusing more time and resources on processes related to data matching and de-identification than agencies can currently do.
2. Providing state-level, big-picture perspective of the state’s needs without being too entrenched in a single agency perspective.
3. Maintaining resources for analysis and research centrally that can be used by all the agencies and other groups.
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• Providing objective, comparable, actionable data back to schools, districts, colleges, universities, and communities that they can use to improve education.
• Maintaining linked data that allows for cross-agency statistics like linking high school performance to college success or linking postsecondary training to employment and earnings.
• Answering state and federal mandated reports that cross sectors.
• Providing greater transparency both for development and improvement purposes as well as for policy makers.
P-20 Benefits
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What are the Questions?
How well do AP, IB, and dual credit programs improve college going and college success and shorten “time to degree?”
What factors in high school are better predictors of college and career success?
How much do our college graduates earn and how long does it take for them to find full-time work?
Which early childhood programs have the greatest impact on preparing students for Kindergarten?
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What are the Questions?
How many high school graduates leave Kentucky to go to college and return here to live and work?
How successful are programs like GearUp, TRIO, etc. in terms of encouraging more disadvantaged students to attend and succeed in college?
What proportion of our college graduates leave the state to work?
Which teacher preparation programs’ graduates have the greatest impact on student learning?
Kentucky High School Feedback Report
• In- and out-of-state college going rates
• Public and private colleges included• Rates broken out by ACT categories• College readiness rates by academic
subject (English, Math, Reading)• Rates broken by ethnicity, economic
groups, and other student categories• List of colleges attended
High School GPAs and College ReadinessHow well are High School GPA and ACT Composites Aligned?
2.25 2.45 2.65 2.85 3.05 3.25 3.4515.0
16.0
17.0
18.0
19.0
20.0
21.0
22.0
23.0
24.0
25.0
Do Students’ College Readiness Rates Vary Based on Where Their Teachers Went to College?
University 1 University 2 University 3 University 4 University 5 University 6 University 7 University 80
10
20
30
40
50
60
* Preliminary data from school districts where more than 50% of teachers completed their bachelor’s degree from a single institution34
Percent of Students Not Readyfor College Level Math by TeacherPreparation Program
Kentucky’s History of Using Data
Kentucky’s P-20 Architecture
CPEPostsecondary
CPEAdult Education
KDEK-12 Students
EPSBTeacher Cert. 24/7 Secure
Data Collection,Processing,
and Matching
De-IdentifiedFiles andReporting
System
Data Sources Data Users
Agencies
State
Researchers
PublicReports viaWeb Portal
EarlyChildhood
P-20Staff
Workforce
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Why Kentucky Chose a Stand-Alone System Architecture• For agencies that don’t have their own system and reporting
tools, it is less expensive to bring their data into the P-20 structure and use our licenses than build their own “silos” and try to link them together. Think beyond P-20 to a true state data system.
• Stand-alone system is less prone to agency data system issues because it only depends on the agencies when new or updated data are needed.
• Matching processes become better over time and incomplete agency level data can be made more complete (holes can be filled in over time with other sources) when it is all together.
• Less upkeep and agency involvement in routine activities.• System runs regardless of any changes in agency data systems or
out-of-firewall network issues.• Centralize access makes it easier to monitor and audit third-party
use of the system for researchers and others.
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Why Kentucky Chose a Stand-Alone System Architecture• In situations where some state agencies have had a poor
reputation for providing accurate data, it can help to insulate P-20 and gain more support from policy makers as an objective source of information.
• Centralized access makes it easier to monitor and audit third-party use of the system for researchers and others in one location than if each agency did it separately.
• Centralization provides analysts and researchers to support multiple agencies in their use of the data.
• Stand-alone systems allow for intensive analysis of the data in blocks of time to identify issues like changing definitions and data quality problems that are too time intensive to do “on the fly.”
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Overview of the P-20 Core System
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Matching Records Across Sources• Names (and all of their iterations)• SSNs• Agency Identification Numbers• Date of Birth• Gender• Ethnicity• School and District• County and Zip Code• Maintaining data that change over time to allow for
additional longitudinal matching of older records• Others as needed by the source
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Sustainable P-20 Success• Data have to be available, understandable, and people have to be
aware of where they can find information.• Confidential data must be kept confidential either as files or in
prepared reports. Cell-size minimums are not enough.• There is a difference between reporting data responsibly and
interpreting it. What is P-20’s charge here?• The audience’s needs have to be identified. Use focus groups when
developing new reports. Allow for ample vetting time for reports and studies. Provide information to data owners and others affected when data requests are answered. Trust is an important factor.
• Presentations, publications, and having P-20 recognized as a source of vital information. Leadership has to be respected and actively pushing the value of the process and system. Agencies, policy makers, and others should publicly support the importance of the system and use it for decision making.
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For More Information about P-20 in Kentucky
Charles McGrewExecutive Director
P-20 Data Collaborative
charles.mcgrew@ky.govkentuckyp20.ky.gov
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Questions?
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