ERIC ED538590: Leveraging Federal Funding for Longitudinal Data Systems: A Roadmap for States. Fiscal Year 2011

2011·1.1 MB·English

by  ERIC

gro.ngiapmaCytilauQataD.www
.smetsys atad lanidutignol etats esu dna dliub ot lliw dna gnidnatsrednu ;snoitcA etatS 01 eht dna stnemelE laitnessE 01 eht
eht etareneg ot CQD eht htiw rentrap nac noitazinagro ruoy woh no noitamrofnI  no sdnats etats ruoy erehw swohs hcihw ,sisylanA etatS s’CQD :1102 noitcA rof ataD 
dna ;atad fo esu dna ytilibissecca ,ytilauq desaercni erusne ot gnikees snoitazinagro ;metsys atad lanidutignol ytilauq a esu
detseretni dna setats dia nac taht noitamrofni dna sgniteem ,slairetam ,slooT  dna niatniam ,hsilbatse ot deriuqer snoitcA etatS 01 eht dna stnemelE laitnessE 01 
:eht tuoba erom rof gro.ngiapmaCytilauQataD.www tisiV
.esu dna ssecca ,ytilauq atad gnivorpmi no desucof snoitazinagro eht gnoma susnesnoc dna noitanidrooc retaerg gnitomorp dna troffe fo noitacilpud gnicuder rof murof lanoitan
a gnidivorp elihw ,smetsys atad lanidutignol esu dna tnemelpmi setats pleh lliw taht secruoser dna sloot edivorp lliw ngiapmac ehT .tnemeveihca tneduts evorpmi ot atad noitacude
ytilauq-hgih fo esu dna ytilibaliava eht evorpmi ot stroffe ’srekamycilop etats troppus dna egaruocne ot evitaitini evitaroballoc ,lanoitan a si )CQD( ngiapmaC ytilauQ ataD ehT
Leveraging Federal Funding
for Longitudinal Data Systems
FiSCAL YeAR 2011
A
Roadmap

for States
www.DataQualityCampaign.org
reaching Your Destination
Over the last six years, state leaders have made significant progress building and Collecting data alone will not help us reach this goal. States also must have
implementing statewide longitudinal data systems. However, states have not yet policies and practices that create a culture of effective data use and ensure that
leveraged the full potential of these systems to improve decisionmaking aimed stakeholders throughout the education system have appropriate access to timely
at raising student achievement and systemwide performance. Leveraging this data they can understand and have the capacity to use.
potential is more important than ever given the demand to meet continuously
Reaching this destination requires political leadership, a shared statewide vision
increasing expectations with fewer resources.
for education across the human capital spectrum and interagency collaboration.
MAPPIng YoUr roUTE
Identifying Your State’s Critical Policy Questions and
the Data needed To Answer Them
To ensure that investments in statewide longitudinal data systems are designed Which schools produce the strongest academic growth among initially
and used for continuous improvement, state policymakers need to identify and poorly prepared students and among initially well-prepared students?
focus on the critical questions that are necessary to effectively manage their
Which teachers consistently achieve the most individual student growth
education system and improve student achievement.
in their classrooms?
The questions below, though not exhaustive, demonstrate how statewide
3. Do my state’s policies ensure a measurably
longitudinal data systems can inform critical policy questions facing state leaders
effective educator workforce?
today:
Are these efforts evaluated to ensure that every student has an effective
1. Are my state’s policies and data systems aligned to
teacher?
ensure that expectations in P–12 support student
Which educator preparation pathways and institutions produce more
success in postsecondary education and in the
effective teachers as measured by student performance?
workplace?
What percentage of students were assigned an ineffective teacher two or
What percentage of students graduate, according to the four-year cohort
more years in a row as measured in part by a value-added model?
graduation rate required by the 2008 federal regulations?
Which professional development programs have the greatest impact on
What percentage of students require remediation in postsecondary
the effectiveness of teachers as measured by student performance?
institutions?
What percentage of principals increased the overall effectiveness of their
What percentage of students have taken the necessary coursework
teachers and schools as measured by student performance?
and exams to prepare them for college and work, and what were their
achievement levels? 4. Does my state prioritize resources to target
programs and practices that improve student
What achievement levels in grades 3 through 7 indicate that a student is
on track for later success? achievement?
In which classes, grades and schools does class size have a measurable
2. Is my state holding schools and districts
impact on student achievement?
accountable for student growth?
Which teachers are most effective with larger classrooms?
Do we know what factors contribute to the highest amount of
How do the achievement levels and outcomes of students enrolled
growth?
in online/virtual courses compare to those of students enrolled in
How many students are achieving at least one year’s academic growth
traditional courses?
every year?
How does dual enrollment affect student outcomes?
10 Essential Elements of a 10 State Actions To Ensure
Longitudinal Data System Effective Data Use

1 A unique statewide student identifier that connects 1 Link state K–12 data systems with early
student data across key databases across years (52 states childhood, postsecondary education,
report having this Element, up from 37 in 2005) workforce, social services and other critical
state agency data systems. (11 states report
2 Student-level enrollment, demographic and program Expand the this Action, as of 2011)
participation information (52 states, up from 40 in 2005) ability of state 2 Create stable, sustained support for
longitudinal robust state longitudinal data systems.

3 The ability to match individual students’ test records from data systems to (27 states)
year to year to measure academic growth (52 states, up link across the
3 Develop governance structures to guide
from 33 in 2005) P–20 education
data collection, sharing and use. (36 states)
pipeline and
4 Information on untested students and the reasons they across state 4 Build state data repositories (e.g., data
warehouses) that integrate student, staff,
were not tested (51 states, up from 27 in 2005) agencies.
financial and facility data. (44 states)

5 A teacher identifier system with the ability to match
teachers to students (44 states, up from 14 in 2005)
5 Implement systems to provide all
stakeholders timely access to the

6 Student-level transcript information, including information Ensure information they need while protecting
on courses completed and grades earned (41 states, up from student privacy. (2 states)
that data can
8 in 2005)
be accessed, 6 Create progress reports with individual
analyzed and student data that provide information
7 Student-level college readiness test scores (50 states, up educators, parents and students can use to
used, and
from 7 in 2005) improve student performance. (29 states)
communicate
data to all 7 Create reports that include longitudinal
8 Student-level graduation and dropout data (52 states, up
stakeholders statistics on school systems and groups
from 36 in 2005) to promote of students to guide school-, district- and
state-level improvement efforts. (36 states)
continuous
9 The ability to match student records between the P–12 and
improvement.
postsecondary systems (49 states, up from 12 in 2005)
8 Develop a purposeful research agenda and
collaborate with universities, researchers
10 A state data audit system assessing data quality, validity
and intermediary groups to explore the data
and reliability (52 states, up from 23 in 2005)
for useful information. (31 states)
9 Implement policies and promote practices,
Build the including professional development and
credentialing, to ensure that educators
capacity of all
know how to access, analyze and use data
stakeholders
appropriately. (3 states)
Data for Action 2011: DQC’s State Analysis was released in December to use
2011. Visit www.DataQualityCampaign.org to see how many of the longitudinal 10 Promote strategies to raise awareness
of available data and ensure that all key
10 Essential Elements and 10 State Actions your state has. data for
stakeholders, including state policymakers,
effective
know how to access, analyze and use the
decisionmaking. information. (23 states)
PACkIng YoUr BAg FUELIng UP
Ensuring Your State Has Maximizing Federal Funding for
a Plan for Success the P–20/Workforce Data Pipeline
To help ensure that the right people, policies and processes are The federal government funds numerous programs and activities, administered by
in place to maximize federal funding to support your state’s different departments and agencies, that states can leverage to further develop and
coordinate various statewide data systems and promote actions that would lead to the
agenda:
effective use of data. This roadmap (and the continuously updated web version at
www.DataQualityCampaign.org/Roadmap) identifies federal funding opportunities that
Identify agencies and specific individuals in your state
states can maximize to support activities to collect and use longitudinal data to improve
who are in charge of each of the programs and funding student outcomes. It provides a starting point for states’ planning by identifying federal
sources illustrated in this roadmap. funding sources that can be used for data-related activities.
This DQC analysis includes current funding information and a “tip” for how states
Establish and leverage data governance teams within
might be able to maximize funds to support activities aimed at collecting and using
the state education agency and across agencies longitudinal data to improve student outcomes. This information is drawn from federal
— with policy leaders, program staff, and data legislation, statute, guidance or program information.
and technology specialists — to develop coherent,
U.S. DepARtment oF eDUCAtion (eD)
coordinated applications for federal funds.
(a) CARL D. peRkinS CAReeR AnD teChniCAL 2011 APPRoPRIATIon
eDUCAtion impRovement (titLe i) $1.1 billion
Seek broad stakeholder input to create a list of
Eligible Entities: State Education Agencies; Subgrants to Local Education Agencies
priority questions that your state needs to answer to Formula Grants
effectively manage its human capital strategy. Title I of the Carl D. Perkins and Technical Education Act of 2006 established grants for states
to expand and improve career and technical education in high schools, technical schools and
community colleges. Perkins requires states to collect and report student outcome information
Leverage federal funds to ensure that your statewide from both K–12 and postsecondary activities. States may reserve 10 percent of funds for
longitudinal data systems include the necessary data to leadership activities that “may include developing and enhancing data systems to collect and
analyze data on secondary and postsecondary academic and employment outcomes” and 5
answer those priority questions and to implement the percent for administrative activities. Data tip: States should use this funding to leverage or
coordinate activities with existing investments in statewide longitudinal data systems.
Data Quality Campaign’s (DQC’s) 10 Essential Elements
and 10 State Actions To Ensure Effective Data Use. (b) iDeA pARt B (AgeS 3–21) — 2011 APPRoPRIATIon
gRAntS to StAteS $11.5 billion
Consider collaborating with other states to use federal Eligible Entities: State Education Agencies; Subgrants to Local Education Agencies
Formula Grants
funds to achieve interoperable systems that can
The Individuals with Disabilities Education Act (IDEA) Part B, Section 611 provides formula grants
answer appropriate questions about students who to the 50 states, the District of Columbia, Puerto Rico, the secretary of the interior, outlying areas
and the freely associated states. These grants help states meet the excess costs of providing
move across state lines.
special education and related services to children with disabilities ages 3–21.
IDEA authorizes ED to use a portion of these funds to help states meet their data collection
requirements. FY2011 funding included a $25 million set-aside. ED will likely use some of
the nonobligated funds from this set-aside to make investments in data systems for Part C of
IDEA (see below), data collection resources for federal IDEA data requirements and technical
assistance for data analysis to help states and local education agencies improve outcomes for
students with disabilities. The investments in Part C data systems will likely be used to help
states develop data systems that collect, analyze and report infant and toddler outcome data
and develop modified assessment measures of student growth to be used in growth-based
accountability models. At this time, eligible entities have not been determined for these
investments. Data tip: States should use these Part B funds to leverage or coordinate data
collection or data systems activities with existing investments in statewide longitudinal data
systems and ensure appropriate linkages between early childhood and K–12 data.
(c) iDeA pARt C (AgeS 0–3) — 2011 APPRoPRIATIon
gRAntS to StAteS $438.5 million
Eligible Entities: State Education Agencies; Subgrants to Local Education Agencies
Formula Grants
The Individuals with Disabilities Education Act (IDEA) Part C provides formula grants to the 50
states, the District of Columbia, Puerto Rico, the secretary of the interior and outlying areas to help
states identify and serve students with disabilities during their first three years of life. Under Part
C of IDEA, states must maintain and implement a statewide system to help identify infants and
p 20
P 20
PACkIng YoUr BAg FUELIng UP
eARLY ChiLDhooD (BiRth–SChooL) k–12 poStSeConDARY woRkFoRCe
Ensuring Your State Has Maximizing Federal Funding for
(c) iDeA pARt C (AgeS 0–3) | $438.5 MiLLion (a) CARL D. peRkinS CAReeR AnD teChniCAL eDuCAtion iMpRoveMent | $1.1 BiLLion
a Plan for Success the P–20/Workforce Data Pipeline
(b) iDeA pARt B (AgeS 3–21) | $11.5 BiLLion (k) woRkFoRCe DAtA QuALitY initiAtive | $12.2 MiLLion
To help ensure that the right people, policies and processes are The federal government funds numerous programs and activities, administered by
in place to maximize federal funding to support your state’s different departments and agencies, that states can leverage to further develop and (d) RACe to the top — SteM | $200 MiLLion
coordinate various statewide data systems and promote actions that would lead to the
agenda:
effective use of data. This roadmap (and the continuously updated web version at (e) RACe to the top — eARLY LeARning | $500 MiLLion (g) teACheR inCentive FunD | $399.2 MiLLion
(l) woRkFoRCe innovAtion FunD | $125 MiLLion
www.DataQualityCampaign.org/Roadmap) identifies federal funding opportunities that
Identify agencies and specific individuals in your state
states can maximize to support activities to collect and use longitudinal data to improve (f) StAtewiDe LongituDinAL DAtA SYSteMS | $42.2 MiLLion
who are in charge of each of the programs and funding student outcomes. It provides a starting point for states’ planning by identifying federal
sources illustrated in this roadmap. funding sources that can be used for data-related activities.
(h) eSeA, titLe i, pARt A | $14.5 BiLLion (m) woRkFoRCe inveStMent ACt (wiA) | $2.7 BiLLion
This DQC analysis includes current funding information and a “tip” for how states
Establish and leverage data governance teams within
might be able to maximize funds to support activities aimed at collecting and using
(i) ChiLD CARe AnD DeveLopMent BLoCk gRAnt | $2.2 BiLLion
the state education agency and across agencies longitudinal data to improve student outcomes. This information is drawn from federal  U.S. Department of  U.S. Department of  U.S. Department of
— with policy leaders, program staff, and data legislation, statute, guidance or program information. Education Health and Human Labor
(j) heAD StARt AnD eARLY heAD StARt | $7.6 BiLLion
and technology specialists — to develop coherent, Services
u.S. DepARtMent oF eDuCAtion (eD)
coordinated applications for federal funds.
(a) CARL D. peRkinS CAReeR AnD teChniCAL 2011 APPRoPRIATIon
eDuCAtion iMpRoveMent (titLe i) $1.1 billion Updated December 2011: For the latest information and links to the specific legislation and guidance, please visit the interactive version of this roadmap on our website at www.DataQualityCampaign.org/Roadmap.
Seek broad stakeholder input to create a list of
Eligible Entities: State Education Agencies; Subgrants to Local Education Agencies
priority questions that your state needs to answer to Formula Grants
effectively manage its human capital strategy. Title I of the Carl D. Perkins and Technical Education Act of 2006 established grants for states
Leverage federal funds to ensure that your statewide tfcoroo memxmp bauonntdhit ayK n–cdo1 l2ilme agpnerdso .pv Peoe scrtaksrienecseo rrn eadqnaudri yrtee ascc hsttniavictiteaisel set.od S uctocaaltleteisco tmn a iannyd hr reigespheo rsvrcteh s1ot0ou ldpse,e ntrecte cohnuntt ioccofa mflu senc dhinsof ofoolrsrm aantdio n tucoosdmed tmlheerussn efio tfyru -enbadarsls yte oidn s toterrregvnaegnntitzhiaoetnnio stnhesre,v isric esertvsa itacenewsd i acdnoedn s npyesectrest mothnsen bmeyl tweosi titmahb spleirsorhvviinec egs eplirrnvokivcaeigdsee tsros t .ao St p-taruitsbekls i icmn ofaar ynp tarsilv saot e spdtreaovtgeerlwoampidme a elnondnt gwdiatoutrakd fsinoyarsclt eed miantsfao asrcmycsoatertdimoinn (g;S i LntoDc laSu )sd; eiantn god fk idimnedfipenleregmda erEtnsetsnien negnt ietaffrly eD acasttisave eEs sldemamteaen npt trrase cfsotuircl tecshs i inalds t rhpeean r,t of bliomawspe-rdion vcceoo mmthpeee cqnousmaatlmiitoyun no sifyt iisentsed amivnisdd. uDinaa hlt saat rutdidp-te: oSn-ttas dttaaeffsta ss huaobnujdel cdlit nlsek; vaaengrdea sgc bree etathtwiensegee snfuu tsnetdaascin hfaoebrr l aaec nptdiev rsifttoiuerdms etanhnta cte - (j) heAeRALDY S htAeARDt AStnADR t $2071.16 AP PbRoiPlRlIiAoTIonn (l) wFuonRDk FoRCe innovAtion $1220151 A PmPRoiPlRlIiAoTIonn
longitudinal data systems include the necessary data to leadership activities that “may include developing and enhancing data systems to collect and and toddlers. Data tip: States should use these Part C funds to leverage or coordinate data their Tiered Quality Rating and Improvement System (QRIS). Additionally, one of two ways that data. Information is not yet available about competitions using these funds. Eligible Entities: Public and Private Nonprofit and For-Profit Agencies Eligible Entities: State Education Agencies and Regions
analyze data on secondary and postsecondary academic and employment outcomes” and 5 collection or data systems activities with existing investments in statewide longitudinal data states’ proposed plans can meet the selection criteria for measuring outcomes and progress is Formula Grants Competitive Grants
answer those priority questions and to implement the percent for administrative activities. Data tip: States should use this funding to leverage or systems and ensure appropriate linkages between early childhood and K–12 data. through building or enhancing an early learning data system to improve instruction, practices, (h) eSeA, titLe i, 2011 APPRoPRIATIon
coordinate activities with existing investments in statewide longitudinal data systems. services and policies. These data systems must be coordinated and interoperable with a state’s pARt A $14.5 billion The Head Start program provides grants to local public and private nonprofit and for-profit The Workforce Innovation Fund will be jointly administered by the U.S.Department of Labor
Data Quality Campaign’s (DQC’s) 10 Essential Elements (d) RACe to the top — 2011 APPRoPRIATIon existing SLDS; include the seven Essential Data Elements; enable uniform data collection; agencies to provide economically disadvantaged children and families comprehensive early and the U.S. Department of Education and will encourage collaboration across multiple
and 10 State Actions To Ensure Effective Data Use. (b) igDReAAn ptASR tto B S (tAAgteeSS 3–21) — $12101.15 AP PbRoilPlRiIAoTInon EligiblSe tEnetMity : State Agencies $200 million uolatswhee ssr.t Sasyntasdttaeersmd r ses;ct greueivcnitneurgrae gtser, atdnimattsae m lfyo,u rrsmetl eaatvlssao an nht adavn deda StaaLc DcdeSessfis tnihbitaleito iinnnsfc oltuormd eena ttshiuoerne 1; i2ann Atedmr coeoprmeicrpaal bCyi OlwitMyit PhwE piTtrEhivS a cy TEFioltilgremi bI,u lPelaa Er Gnt trAiat finuetsns:d Sst aretqe uEidreu sctaattieo nac Atigveitniecsie ins; tShueb agrreaans tosf tsot aLnodcaarld Esd, uascsaetsiosmn Aengtesn, caicecsountability, Tfcohhrei ls dIcmhhopooroodlv sdiunecgvc eHelseosap.d m Setanrtt s Aecrvt iocfe 2s 0fo07cu csaellde do nfo pr rtehsec ehsotoalb elidshumcaetniotn o fa Sntda tsek iEllasr ltyh Caht ialdreh nooecde ssary prperofopogurrmlaamst itoshn. aTst.h wPer ifolulg ndredal miwv eidlrle batwaeitlatser adr r ecemo smtpillplo ebytemitinievgne t dg aernvadenl toesdp tueodc sa twtaitoitenhs rtaehnsedu a lrtpespg, eliioscnpaste icfooinar l olbypo felodnr isvnyugsl tnienem rfaa lbl l2e0 11
Consider collaborating with other states to use federal Eligible Entities: State Education Agencies; Subgrants to Local Education Agencies Competitive Grants Act elements; comply with federal, state and local privacy laws; and provide researchers with teacher quality and school improvement. States may reserve some funds to provide technical Advisory Councils to improve the quality, availability and coordination of programs and services and funds awarded in December 2011. Data tip: States should consider using these funds to
Formula Grants Race to the Top (RTT) seeks to create incentives for comprehensive state and local reforms appropriate access to data from their QRIS, SLDS and coordinated early learning data systems assistance and support to local education agencies. At the district and school level, Title I funds for children ages birth to 5. Among other activities, the councils develop recommendations for streamline their longitudinal data systems to achieve better employment and education
funds to achieve interoperable systems that can The Individuals with Disabilities Education Act (IDEA) Part B, Section 611 provides formula grants and innovations that lead to significant educational improvements. While each round of to answer key policy and practice questions. Data tip: Applications are due October 19, 2011, are intended to provide supplemental funding for high-poverty schools and support activities high-quality early childhood care and education programs; conduct periodic needs assessments outcomes. Information is not yet available about competitions using these funds.
amnosvwee arc arpopssr osptartiaet lein qeuse.stions about students who satopn edthc tieah l5e e 0fdr seutecalatyet iaso,s ntsh oaecn iDadt iresetdrl aisctttea odtef s sCe.o rTvluhicmeessbe ti gao,r caPhnuitelsdr rhteoen lRp wi csoitt,ah tt hedseis msaebecielriett itteahsre ya egoxefc steh 3ses– ic2no1tse. trsio or,f opurotlvyiidning ga reas tRoefTa wTc hghericarhsn taissn htdoa ps“r bhinuacidlidp a ad slaslit gaahb stoyluys ttde himffoews rte htnhatet f ymo cceauanss ,i umtrhepe syrot auvldel ecinonsnt tcgreurorcnwt iRotThnT .a”’s nO fdno su Sure crpceetf.os 7sr,,m 2a n0a1dr1e i,an Esf,oD or mne Kao–pnpd12 oa,rw tfiualln rdidtasyt wato ig lcla obpoesr adanisn ndaoetutee narcmneddin eiennd hD baeync ecthem eeb xsetisar tt2ien0sg1’ 1 ce.ra iStrtilcayat lele psa osrhnliocinyug lqd du laeetsvatei osraynsgste,e amthnsids t cfhouaontr dldiinninkga wteit h taimog hepenrlocpiv eaeslml s shetuondut eladnc ttusisv meit Tieeietstl.e c hI faullnednginingg t oa csaudpepmorict sthtaen udsaer dosf. dDaattaa a tsip p: aSrtat toef ascnhdo loolc aanl edd purcoagtriaomn ooeaff rtalh yce ol eqmaurpanrlieinthyge asnntsadivn aedv acarhidlialsdb. hiTloihtoryod ou dfg pahtr aofu gsnyradsmtiensmg; fa, rsnotdma ta etdwhveiisd Aee m sdteearvtieec laponop lRmiceyecmnotva eskyreysr tase nomdn aRtnhedein drveeesvseetamlrocephnm-tb eAancstte d (m) woRkFoRCe inveStMent ACt (wiA) $2201.17 AP PbRoiPlRlIiAoTIonn
announced proposed requirements for Race to the Top Round 3 STEM (RTT3-STEM) grants. efforts with other federally funded efforts such as SLDS grant funds. (ARRA) of 2009, 45 states and five territories received a total of $100 million in noncompetitive Eligible Entities: State Agencies; Subgrants to Local Areas
rIDeqEuAi raeumtheonrtisz.e Fs YE2D0 t1o1 u fsuen ad ipnogr itniocnlu odfe tdh ea s$e2 f5u nmdisll itoon h seelpt- astsaidtees. EmDe weti ltlh liekier ldya utsae c soollmecet ioofn Afucncodrsd winogu tlod tbhee e plirgoipboles etod arepqpulyir feomr ReTnTts3,- nSiTnEeM st garteans ttsh atot hsuapdp noortt par pevoirotuiosnly o rfe tcheeivire pdr eRvTiTo usly (f) StAtewiDe LongituDinAL 2011 APPRoPRIATIon u.S. DepARtMent oF heALth AnD huMAn SeRviCeS tmhraetceh-y. eDaart sat atirpt-: uTph eg rFaYn2t0s 1to1 saupppproorptr tihaeti coonu dnicdil ns,o fto irn wclhuidche slitnaete-sit ceomn tfruibnudtiendg a f o7r0 t pheer Scetantte Formula Grants
the nonobligated funds from this set-aside to make investments in data systems for Part C of submitted RTT plans, including a meaningful focus on science, technology, engineering and DAtA SYSteMS $42.2 million Advisory Councils (SACs), but the work of the SACs is still under way due to one-time ARRA The Workforce Investment Act (WIA) authorizes three separate formula funding streams for
aIDssEiAst (asnecee b foelro dwa)t,a d aantaal ycosilsle tcot ihoenlp r esstoautersc easn fdo rlo fceadle erdalu IcDaEtAio nd aatgae rnecqiuesir eimmpernotvse a onudt cteocmhensic faolr tmhaetirh ceommamticitsm (SeTnEtM to) tehdeu acsastuiornan. Icne sa dadnidt iroenf otrom th cios nfodcituiso,n asp ipnl ipclaancets f woro purledv nioeuesd r toou mndasi notfa in Eligible Entities: State Education Agencies (i) CBhLoiLCDk C gARRAen Atn D DeveLopMent $2201.12 AP PbRoiPlRlIiAoTIonn finuvnedsst.m Steanttess i snh sotuatldew usidee t hloisn fguitnuddininga tlo d laetvae sraysgtee mors c aonodrd einnasuter ea actpivpirtoiepsr iwatiteh l ienxkiastginesg mpriollgioranm). sF oser revaicnhg oafd tuhletss e($ f7u7n1d imngil lsiotrne)a, mdiss,l ostcaatteesd m waoyr kseerts a (s$id1e.1 5b pilleiorcne)n atn fodr y sotuattehw ($id8e2 7.6
students with disabilities. The investments in Part C data systems will likely be used to help RTT grants. Data tip: Public comments to the proposed requirements are due October 11, Competitive Grants between early childhood and K–12 data. workforce investment activities and up to 25 percent of the dislocated worker allocation for
states develop data systems that collect, analyze and report infant and toddler outcome data 2011, and final application requirements will follow. States should leverage this funding The Educational Technical Assistance Act authorizes competitive grants to state education Eligible Entities: State Education Agencies statewide rapid response activities. Data tip: States should consider using a portion of their
and develop modified assessment measures of student growth to be used in growth-based opportunity to coordinate and enhance statewide longitudinal data systems (SLDS) to agencies to support the design, development and implementation of statewide longitudinal Formula Grants u.S. DepARtMent oF LABoR set-aside funds to enhance their data collection systems by creating linkages with education
accountability models. At this time, eligible entities have not been determined for these support the STEM-focused activities and coordinate efforts with other federally funded data systems that manage, analyze, disaggregate and use individual student data. The The Child Care and Development Block Grant authorizes the Child Care Development Fund (CCDF). data to better report on one of WIA’s core indicators — “attainment of a recognized
sicnyovslleteesctmtmisoe nan notsdr. deDnaasttaua rs teyi psat:p eSpmtarost epasrc itsaihvtoeit uliielndsk wuasgieteh ts he bexesistetw iPneager ntin Bev afeurslntymd cseh ntioltd slhe ionveo srdtaa agtneew do riKd –ceo1 ol2or nddgianittaaut.de idnaatla d ata (eeffo)r tsR sAucChe a st SoLD tSh grea ntto fupn d—s. 2011 APPRoPRIATIon FoqYvue2arl0ait1ry1c,h faiunnndgd pginroogam lssu ooptfep t olhirnetk spa crgooegnsrt aitnomu s aahtraieor ento df uiamntadp asro cfrvooers etshx siets atcitonelgsle tgcort aiiomnntp sar, nosdvoe ut hssteeur odef ew dnaitl tla abc,e hp inreoovm enmoetween dt.a ta Tsetharerel aygm ochasil:l odmfh atohnoidsd af dtuoenrvdye, ilmso tpaomt icmehnipntr gao nvaend dtah fdetie sqrcsurceahtliiotoyon loa pfr ryco.h gAilrldat hmcoasur.e gT ahhn etdh C epCsrDeo Fmf uison ctdeoi nmcogpo sortdsreeinadam otifso tcnha ranem eg oefunnngedr ainllgy (k) winoitRikAFtoivReC e DAtA QuALitY $1220.121 A PmPRoiPlRlIiAoTIonn coprfae ardt esicenicptoiaannld rtaes lrwayt hsincohg eo tnootl ea drc iuhpnileosvmuebmas ioedrni zitte sod fr eeecmdoupgclnaoityzimeodne aenqlt s,u koiivrla lbsl,ye w nptha, irocthric omipccaaunyp tiasn tcwilouhndoae al asretkt iealllising, mbibyel en yt outh
eARLY LeARning ChALLenge $500 million competition in FY2011. be used for the same purposes, states must abide by different fiscal rules and regulations for each Eligible Entity: State Workforce Agencies age 19 through 21 who enter postsecondary education, advanced training, or unsubsidized
(c) iDeA pARt C (AgeS 0–3) — 2011 APPRoPRIATIon of the streams. A minimum of 4 percent of CCDF must be used to improve the quality of child Competitive Grants employment.”
Eligiblge ERnAtitniets:S S ttatoe ESdtuAcatteioSn Agencies; Subgrants to Local Educ$at4io3n A8g.e5nc imesillion ECloigmibpleet iEtnivteit Giersa: nGtosvernors (g) tFeuAnCDh eR inCentive $39920.121 A PmPRoiPlRlIiAoTIonn caallroec aantde do tfhoer rq audadliittiyo naaclt isveirtvieicse tso t osu ppapreonrtts b. Duialdtain tgip, :l iSntkaitnegs sahnodu uldsi unsge s ptaatret eoaf rtlhye c faurne dainndg Acoumthpoeritziteidve u gnrdaenrt tsh teo Wsuoprpkofortr cteh eIn dveevsetmlopenmt eAnctt o, tfh loen Wgioturkdfionracle d Daatata s Qysutaelmitys Itnhiatita itnivteeg prraotvei dedeus cation
Formula Grants The Race to the Top — Early Learning Challenge competition, to be jointly administered by Eligible Entities: State Education Agencies education data systems with their K–12 and Quality Rating and Improvement systems. and workforce data. Data tip: States should apply for funds to enhance their workforce data
The Individuals with Disabilities Education Act (IDEA) Part C provides formula grants to the 50 EimD parnodv eth eea rDlye pleaarrtnminegn ta onfd H deeavlethlo apnmde Hnut mpraong Sraemrvsic: e(1s), fsouccucseesss founl sfitvaete a sreyastse omf ss;t a(2te) rheifgohr-mq utoa lity, Competitive Grants Tehaerlsye clhinilkdahgoeosd w willo hrkeflopr sctea rteegs iesvtraielusa. Atec atinvidt iiems pshroovueld e abrel yc ocohrilddihnaootedd p wroitghr aomth eqru satlaittye and ysyest taevmasil aanbdle b aubioldu lti ncokmagpeest iwtiiothn sK u–s1in2g a tnhde pseo sfutsnedcos.n Idt aisr eyx epdeucctaedti othna dta atpap. Ilnicfaotrimonast wioinll i bs en ot
states, the District of Columbia, Puerto Rico, the secretary of the interior and outlying areas to help accountable programs; (3) promoting early learning and development outcomes for children; (4) The Teacher Incentive Fund authorizes competitive state grants to improve student activities, such as the State Advisory Councils. made in fall 2011.
states identify and serve students with disabilities during their first three years of life. Under Part early childhood education workforce; and (5) measuring outcomes and progress. As part of the achievement by improving teacher and principal effectiveness; linking teacher and principal
C of IDEA, states must maintain and implement a statewide system to help identify infants and selection criteria, states must demonstrate their current status in developing early learning and compensation to student achievement gains; increasing the number of effective teachers in
gro.ngiapmaCytilauQataD.www

setatS rof
pamdaoR
A
smetsyS ataD lanidutignoL rof
1102 RAeY LACSiF
gnidnuF laredeF gnigareveL
The Data Quality Campaign (DQC) is a national, collaborative initiative to encourage and support state policymakers’ efforts to improve the availability and use of high-quality
education data to improve student achievement. The campaign will provide tools and resources that will help states implement and use longitudinal data systems, while providing a
national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focused on improving data quality, access and use.
Visit www.DataQualityCampaign.org for more about the:
 10 Essential Elements and the 10 State Actions required to establish, maintain and  Tools, materials, meetings and information that can aid states and interested
use a quality longitudinal data system; organizations seeking to ensure increased quality, accessibility and use of data; and
 Data for Action 2011: DQC’s State Analysis, which shows where your state stands on  Information on how your organization can partner with the DQC to generate the
the 10 Essential Elements and the 10 State Actions; understanding and will to build and use state longitudinal data systems.
www.DataQualityCampaign.org