Monitoring Educational Equity (2019) / Chapter Skim
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Appendix A: Review of Existing Data Systems
Appendix A: Review of Existing Data Systems
Pages 161-178
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From page 161... ...
A BRIEF HISTORY OF EDUCATION INDICATORS1 1840-1960 Interest in developing a system of education indicators in the United States began in the mid-19th century. On the part of the federal government, the constitutionally mandated decennial census as early as 1840 1 This section draws heavily on materials on the National Center for Education Statistics website, including Federal Education Data Collection -- Celebrating 150 Years.
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From page 162... ...
2. Available for subnational geographic areas, including states, school districts, and, ideally, schools or school attendance areas, as appropriate.
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From page 163... ...
Indicator 16: Disparities in nonacademic supports for student success (supports for emotional, behavioral, mental, physical health) aAlthough we do not propose indicators of context, they would be critical to inform efforts of school systems to work with other sectors to combat root causes of poverty and other factors that adversely affect students' educational attainment.
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From page 164... ...
In addition, the Office of Education published a series of annual studies on current expenditures per pupil in city school systems from 1918 through 1960. 1960-Present In the 1960s, the Office of Education suspended the collection of general local school system data for several years to meet the data collection needs set forth in recently enacted legislation, especially the 1958 National Defense Education Act and the 1965 Elementary and Secondary Education Act.
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From page 165... ...
. These initiatives, however, did not represent a sustained effort to monitor student outcomes, let alone educational equity, by relating outcomes to education resources for states, school districts, and schools.
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From page 166... ...
Researchers working with individual school districts have conducted surveys, obtained administrative records, and constructed measures that have potential use for a system of educational equity indicators. The discussion of the committee's proposed indicators in Chapters 4 and 5 references studies that suggest the value and feasibility of collecting relevant information, even though these studies have not themselves generated data with the breadth of geographic and demographic detail needed for a comprehensive indicator system.
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From page 167... ...
Conducted by the U.S. Census Bureau, it became operational in 2005 and includes content that was previously on the "long-form" questionnaire that was part of the decennial census.3 Assessed against the criteria for measuring education equity, the ACS performs as follows: Frequency and geographic detail -- publishes data annually, including 1-year aggregations for the preceding calendar year for areas of at least 65,000 population and 5-year aggregations for school districts, census tracts, and block groups (5-year aggregates are necessary to provide reliable estimates for small areas)
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From page 168... ...
program (see below) , NCES regularly commissions the Census Bureau to prepare detailed school district tabulations, using 5-year ACS data, to describe the distribution of school-age children and their parents by such characteristics as family income and race and ethnicity.4 SEDA includes EDGE tabulations in its program (see below)
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From page 169... ...
Student groups of interest -- collects data on numbers of students by race, gender, disability status (14 categories identified in the 1975 Indi viduals with Disabilities Education Act [IDEA] and students eligible only under Section 504 of the 1973 Rehabilitation Act)
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From page 170... ...
Both EDFacts and Census Bureau data are regularly reviewed for accuracy and corrected as needed; data files become available with a 1- to 2-year lag. Assessed against the criteria for measuring education equity, the CCD performs as follows: Frequency and geographic detail -- collects data annually from a cen sus of school districts and schools and makes them available with about a 1-year lag; provides data for all levels of geography.
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From page 171... ...
National Assessment of Educational Progress10 NAEP is a long-standing and highly respected source of comparable data across the nation on student achievement at several grade levels in reading, math, and other subjects. Planning for NAEP began in 1964, and the first assessments were conducted in 1969 on a trial basis.
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From page 172... ...
Participation by students has always been voluntary, but in 2001 Congress required states to participate in the main NAEP 4th- and 8th-grade reading and math assessments as a condition of receiving Title I funding under the Elementary and Secondary Education Act. Beginning in 2002 Congress provided funding for selected urban school districts to participate in main NAEP as part of the Trial Urban District Assessment -- eligible school districts must be above a specified number of enrolled students, a specified percentage of black or Hispanic students, and a specified percentage of students eligible for free and reduced-price school lunches.
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From page 173... ...
Although main NAEP cannot be used to provide indicators for most school districts or for any schools, it is nonetheless important for an educational equity indicator system. Specifically, it can be used to calibrate state achievement test results of schools and school districts and thereby achieve greater comparability across states (see discussion of SEDA, below)
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From page 174... ...
It includes measures of academic achievement and achievement gaps for school districts and counties, as well as district-level measures of racial and socioeconomic composition, racial and socioeconomic segregation patterns, and other features of the schooling system. SEDA performs on our criteria for useful data systems for monitoring educational equity as follows: Frequency and geographic detail -- currently (version 2.1)
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From page 175... ...
It is not up to date and does not as yet have a regular update schedule; it does not cover high school achievement or high school student and school characteristics, principally because there is not sufficient commonality among states as to when they test high school students; and it does not include important student characteristics attached to test scores -- specifically, a good measure of family income or socioeconomic status or any measure of disability, immigrant, or English-language learning status. Statewide Longitudinal Data Systems15 Interest in the SLDS began in the 1990s, when individual states began to recognize the value of linking administrative data on students, teachers, and schools to track student progress, identify correlates and perhaps causes of progress (or decline)
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From page 176... ...
Other Data Collection Programs with Nationwide Detail We briefly mention five other data collection programs that can serve such functions as providing input for national headline indicators (e.g., high school graduation rates for different student groups of interest) or supporting research that could lead to new or more refined indicators: the Annual Social and Economic Supplement and the School Enrollment Supplement of the CPS, NCES's longitudinal surveys, NCES's National Household Education Survey, and NCES's National Teacher and Principal Survey.
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From page 177... ...
Because of falling response rates, it was redesigned as a mail survey and administered in 2012 and 2016. Topics covered relevant to educational equity indicators for K–12 have included early childhood program participation (1991, 1995, 2001, 17 See https://www2.census.gov/programs-surveys/cps/techdocs/cpsmar18.pdf and https:// www2.census.gov/programs-surveys/cps/techdocs/cpsoct17.pdf; https://nces.ed.gov/surveys/cps.
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From page 178... ...
The NTPS is a biannual sample survey of public K–12 schools, including public charter schools, designed to produce national estimates of teacher, principal, and school characteristics (sample size of about 8,300 schools) .20 Each school in the sample provides a teacher listing form and fills out a school questionnaire, while its principal fills out his or her own questionnaire, and a sample of teachers fills out a teacher questionnaire.
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