A Vision and Roadmap for Education Statistics (2022) / Chapter Skim
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1 Introduction
1 Introduction
Pages 17-32
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(2021) offer an analysis of trends and impacts of adult education based on a 2015 follow-on study to the 1982 High School and Beyond Survey.
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. Context and Mandates Thirteen principal statistical agencies, including NCES, and 96 smaller statistical programs and units comprise the federal statistical system.
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NCES also represents ED on the OMB-chaired Federal Geographic Data Committee.1 In 2020, NCES was the third largest statistical agency in terms of budget, but the ninth largest in terms of staff. "The majority of the 13 Principal Statistical Agencies (PSA)
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The Statistical Standards and Data Confidentiality Staff and the Annual Reports and Information Staff are smaller groups that perform crosscutting functions. NCES currently employs about 90 full-time equivalent (FTE)
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. CHARGE TO THE PANEL In 2021, to keep pace with the changes in education and the emergence of new data sources and technology, the director of IES asked the National Academies of Sciences, Engineering, and Medicine to recommend a vision 5 The statistics count includes the Administrative Data Division, Sample Surveys Division and its predecessors, Statistical Standards and Data Confidentiality Staff, Annual Reports and Information Staff, and the Office of the Commissioner FTEs working on statistics.
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; and • Digest of Education Statistics. Longitudinal surveys typically include interviews with students, parents, and teachers, as well as administrative data and transcript study results that code and summarize transcript information in a consistent way.
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Administrative records collections inform key NCES products, such as the Common Core of Data (CCD) and the Integrated Postsecondary Education Data System.
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(NCES Administrative Records Division) • The National Forum on Education Statistics, which facilitates the exchange of ideas among states (NCES Statistical Standards and Data Confiden tiality Staff)
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• Support for ED's Disclosure Review Board, managed by the Student Privacy Policy Office in the Office of Planning, Evaluation, and Policy Development. (NCES Statistical Standards and Data Confidentiality Staff and Administrative Data Division)
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.6 In response to this request, the Committee on National Statistics appointed an interdisciplinary panel of experts to conduct the study. The panel included experts in education research, policy, and federal, state, and local government programs; as well as experts in statistics, data science, survey methods, data governance and infrastructure, and federal statistical policy.
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NCES staff made multiple presentations to the panel to explain the Center's mission and organization, operations, staff, use of contractors, and budget, in addition to its survey and administrative data programs, stakeholder engagement and technical assistance, data governance, current programmatic priorities, and recent innovations and initiatives. The panel did not address NCES's assessment programs, which are discussed in a separate, concurrent National Academies report.
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. The panel reviewed information on models of data infrastructure, forward-thinking SLDS, new data approaches to studying education, and general data modernization and methodology reports, including from CNSTAT.
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Federal agencies, including Statistics of Income (SOI) , the Economic Research Service, and the National Center for Health Statistics have partnered with other federal agencies, state offices, and organizations to produce new knowledge.
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To address these trends in education and statistics, the 5 conclusions and 15 recommendations in this study report provide: • A vision for what NCES should aspire to be, including roles and responsibilities; • Methods for NCES to attain that vision, including key milestones; • A process with goals and specific ideas for creating a future pri oritized portfolio of products, including modernization of NCES's statistical program areas, primary data collections, and data-source acquisitions; • A future portfolio of activities, including modernization of NCES's role in data governance and data facilitation; • A process with goals and suggestions for how NCES can organize and operate, including staffing, size, use of contractors, and impli cations for its budget; and • Specific ways to increase the impact of NCES's educational statistics. The panel provides process recommendations for some aspects of the charge.
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Fourth, education researchers are key users of NCES data and partners in advancing the science of education. Fifth, policy makers and practitioners in state and local education agencies may use this report to learn about NCES's resources and to engage with the Center on potential products and services that would be useful and actionable.
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Chapter 5 presents recommendations for NCES's operation as an agency, its organization, and how to use its contracting resources; this chapter addresses future operational priorities, including staffing, size, use of contractors, and budget implications. Chapter 6 summarizes the recommendations, all of which address ways to increase the impact of educational statistics produced by NCES.
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