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Anne Bubnic's List: ARRA/Longtitudinal Data Systems

Longitudinal Data Systems And The Impact Of ARRA

Increasingly, districts achieving significant gains in student performance cite longitudinal data systems -- systems that gather and track student data over time -- as their key to success. For these districts, easy access to accurate, real-time, frequently gathered data enables them to inform collaborative planning, differentiate instruction and drive improvement.\n\nAt this webinar, you'll hear first-hand from district leaders and education technology innovators including Pam Moran, Superintendent of Albemarle County Public Schools, Kim Davis, Executive Director, Instructional Technology, Wichita Public Schools, and Luyen Chou, Chief Product Officer at Schoolnet, the data-driven education solution provider.

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2009 Economic Stimulus Funding for Statewide Longitudinal Data Systems

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Bill and Melinda Gates Foundation Summary of ARRA [pdf]

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ARRA/ Statewide Longitudinal Data Systems program

The Statewide Longitudinal Data Systems program provides grants to State Education Agencies to enable them to design, develop, and implement statewide, longitudinal data systems to efficiently and accurately manage, analyze, disaggregate and use individual student data. As provided for under ARRA, funding provided under this competition is to be used for Statewide data systems that, in addition to K-12 data, also include postsecondary and workforce information

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ARRA Opportunities to Build & Support the Use of State Longitudinal Data Systems

10 page document detailing funds available to promote the use of data statewide. $250 Million for State Longitudinal Data Systems. $48.6 billion to improve the collection and use of longtitudinal data. Phase II: Changing the Culture around data use and maximizing states' investments in longitudinal data systems.

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Duncan has $5 b for education transformation. What should he do?

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- Making progress toward rigorous college- and career-ready standards and assessments that are valid and reliable for all students, including English language learners and students with disabilities;
- Establishing prekindergarten to college and career data systems that track progress and foster continuous improvement;
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- - Making improvements in teacher effectiveness and in equitable distribution of qualified teachers for all students, particularly students who are most in need;
  - Providing intensive support and effective interventions for the lowest-performing schools.
  - First, every state should have a comprehensive data system that tracks student progress from one year to the next.
  - a class of test scores can tell whether a teacher is effective, and an entire state of test scores can tell whether a policy is working. When empirical data replace emotion as the basis for developing policy, America will be able to transform the quality of education into a world-class system of learning.
  - If a state needs educators to teach students who are gifted or disabled or learning to speak English, let's create the market that attracts their expertise.
  - A meaningful bump in pay -- $1,000 a month or more -- would provide an incentive for educators to teach tough subjects such as physics and trigonometry or to teach in schools with a high population of students living in poverty. Moreover, giving a bonus to teachers for every one of their students who pass an advanced placement test in science and math will create an incentive for success and generate American intellectual capital in critical fields.
    
    Third, low-performing schools must be fixed. It is morally wrong to consign students to schools that consistently fail to educate them. Let's help those schools be successful with whatever assistance it takes. Where schools don't improve, we believe parents should have the option of sending their children to public charter schools whose leadership has proved it can prepare students for the next grade and beyond.
    
    Finally, let's stop tinkering around the edges of reform and really revolutionize the way we deliver knowledge to students. Learning is no longer local, yet we still operate in a system ruled by traditional course work and antiquated textbooks. Our education system is an eight-track tape deck living in the high-speed digital age.
  - An online campus also would create an economic way to customize education for every child in America. Students wouldn't be limited by what was offered at their particular school. With the click of a mouse they could take Chinese at one virtual academy, geometry at another and 18th Century poetry at another. They could learn at their own pace, whether it is faster or slower than their peers.
On the Ed Stimulus: Arne Duncan explains it all [Video]

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ARRA Smart Options for Recovery Funds [PDF]

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State Competitive Grants | K-12 ARRA Implementation

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Leading the Charge for Real-Time Data

Well before the idea of using data to manage schools gained prominence on the national stage, Oklahoma’s Western Heights school district had made the ideal of real-time, data-driven decisionmaking a reality. Back in 2001, Superintendent Joe Kitchens was already being spotlighted for his focus on creating a longitudinal-data system that would give teachers in the 3,400-student district the ability to make quick decisions to improve student learning, while reducing the time spent compiling reports.

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Anne Bubnic

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Updated on 2009-06-17
Created on 2009-04-27

Category: Schools & Education

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Anne Bubnic's List: ARRA/Longtitudinal Data Systems

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