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The ADE-Post- Secondary SLDS Project Presented to: CTE Administrators Meeting February 7, 2013 Mark T. Masterson Chief Information Officer.

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Presentation on theme: "The ADE-Post- Secondary SLDS Project Presented to: CTE Administrators Meeting February 7, 2013 Mark T. Masterson Chief Information Officer."— Presentation transcript:

1 The ADE-Post- Secondary SLDS Project Presented to: CTE Administrators Meeting February 7, 2013 Mark T. Masterson Chief Information Officer

2 *SFSF post-secondary implementation by ADE will fulfill SFSF grant requirements* SFSF post-secondary introduction Arizona received funds from a State Fiscal Stabilization Fund (SFSF) grant to support development of Statewide Longitudinal Data System (SLDS). ADE is developing SLDS to benefit students in post-secondary education. Arizona received funds from a State Fiscal Stabilization Fund (SFSF) grant to support development of Statewide Longitudinal Data System (SLDS). ADE is developing SLDS to benefit students in post-secondary education.

3 SFSF post-secondary goals Improve the collection and usage of K-12 and post-secondary students’ data Enable the ability to measure the academic needs of post- secondary students Provide the ability to standardize and assess post-secondary students’ data Improve the collection and usage of K-12 and post-secondary students’ data Enable the ability to measure the academic needs of post- secondary students Provide the ability to standardize and assess post-secondary students’ data

4 SFSF post-secondary grant requirements Information regarding the extent to which students transition successfully from secondary school to postsecondary education, including whether students enroll in remedial coursework. Provide for the State students who graduate from high school, the number and percentage who enroll in an institution of higher education within 16 months of receiving a regular high school diploma. Indicator (b)(1)(11) Indicator (c)(11) Indicator (c)(12) Provide for the State students who enroll in a public IHE in the State within 16 months of receiving a regular high school diploma, the number and percentage who complete at least one year’s worth of college credit within two years of enrollment.

5 Transcript pilot kick off meeting January 10 – Vail School District – Pima Community College – University of Arizona Focused discussion on WHAT was needed – Now how it would be accomplished Vision = bidirectional data flow to make decisions that impact children throughout the preK-20W pipeline

6 Electronic transcripts discussion Postsecondary Electronic Standards Council (PESC) has standards for high school and college transcripts – Are PESC standards the right fit? Others to consider? – Setting standards for exchanging transcripts Critical needs – Automate the transcript process – One place to obtain data – All LEAs need to participate Information sharing – What math courses were taken by high school students before college? – What college math courses were taken by LEA grads?

7 Top four desired outcomes 1.Why are so many freshmen not prepared for post-secondary? 2.Unique IDs 3.Workforce feedback 4.Workforce demand feedback for student pipeline

8 Monthly SLDS conference call Partnership with Arizona Board of Regents SLDS progress Engaging ADE stakeholders – ADE has to build the data warehouse – it should include the elements our partners want to see

9 Other SLDS efforts SLDS K-12 grant – Delivering teacher dashboards – Creating visual displays of ADE data – Training component Student-Teacher-Course Connection – Requirement of ARRA funds – ADE using data to provide new tools

10 Mark T Masterson Chief Information Officer (602) Follow ADE IT on Facebook and TwitterFacebookTwitter Thank You

11 To comply with the requirements of Indicator (c)(11): – Collect college enrollment data on high school graduates who enroll in any IHE (in-state and out-of-state, public and private); – Provide the data at the State, LEA, and school level; and – Disaggregate the data at each level by the required subgroups (economically disadvantaged, major racial and ethnic groups, students with disabilities, and students with limited English proficiency). To demonstrate that it meets the requirements of (c)(11), State must provide one of the following: – A URL that leads directly to the required data; or – A description of its capacity to collect and disaggregate college enrollment data for students who attend an in-state or out-of-state, public or private IHE. – The Department may subsequently request that a State demonstrate its capacity to collect college enrollment data. Indicator (c)(11)

12 Indicator (c)(12) To comply with Indicator (c)(12): – Collect college course completion data on high school graduates who enroll in an in-state public IHE; – Provide the data at the State, LEA, and school level; and – Disaggregate the data at each level by the required subgroups (economically disadvantaged, major racial and ethnic groups, students with disabilities, and students with limited English proficiency). To demonstrate that it meets the requirements of (c)(12), State must provide one of the following: – A URL that leads directly to the required data; or – A description of its capacity to collect and disaggregate college course completion data for students who attend an in-state public IHE. – The Department may subsequently request that a State demonstrate its capacity to collect college enrollment data.


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