Mississippi Department of Education

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Mississippi Department of Education

Office of Research and StatisticsOffice of Federal Programs

Ken Thompson, Sheila Thompson,Tollie Thigpen, Elisha Campbell

July 19, 2011

Data Collecting and Reporting Requirements Under NCLB

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ORS/OFPJuly 19, 2011

• What is EDFacts? • EDFacts is a U.S. Department of Education (ED) initiative

designed to collect and place state-reported K through 12 education performance data at the center of policy, management and budget decisions. EDFacts centralizes data provided by state education agencies (SEAs), local education agencies (LEAs) and schools.

• What are the purposes of EDFacts? • Place the use of robust, timely performance data at the core of

educational decision making and policymaking. • Reduce state and district burden by streamlining data reporting. • Improve state data capabilities by providing resources and

technical assistance. • Provide data for planning, policy and management at the

federal, state and local levels.

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• What is important to know about EDFacts? • Full reporting through EDFacts is required for all states beginning in SY 2008-

09. • The Office of Management and Budget (OMB) approves the EDFacts data set

before collection begins. • Each SEA identifies a staff member to serve as the EDFacts Coordinator. The

coordinator is the official SEA contact for the EDFacts team and is critical to the success of EDFacts.

• EDFacts does not collect individual student- or staff-level information. All information provided to EDFacts is aggregated at the school, district, or state level. None of the information is personally identifiable to individual students or staff members.

• A Data Governance Board within ED meets to address discrepancies in data definitions and data quality issues and to approve changes to the data set. The board includes representatives from K-12 program offices across ED.

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• What are the EDFacts systems? • EDFacts Reporting System. EDFacts data analysis and reporting tools permit

users to access, analyze and report on education data. Two kinds of reporting options are available – preformatted reports and ad hoc, or individually tailored, reports. States can access preformatted reports for the data they provide to ED, while Department staff can access both preformatted and ad hoc reports.

• EDEN Submission System (ESS). The ESS is an electronic system that facilitates the efficient and timely transmission of data from SEAs to the Department. SEAs provide the vast majority of their education data to ED using the ESS.

• EDEN Survey Tool (EST). The EST is a web-based interface that allows LEAs and other local level entities to submit data to ED. The EST is used to collect data for the Civil Rights Data Collection and the Electronic Application System for Indian Education.

• EDFacts Metadata and Process System (EMAPS). EMAPS provides an easy method for states to report and maintain metadata, which are information collected to explain and analyze data in ESS. Examples of metadata include state definitions, state policies, assessment information (such as performance levels and testing accommodations), graduation rate calculations, and accountability information.

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• CSPR

• MSIX

• MIS 2000

• NAEP

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True and Accurate Data:

District Accreditation Policy:

2.5 FACTORS AFFECTING CHANGE IN ACCREDITATION STATUS

An assigned accreditation status may remain unchanged during that school year except in those cases where verified noncompliance with financial standards (See Appendix H), the testing standard (See Appendix F), standards for Safe and Healthy Schools (See standards 35, 36, & 37), continued noncompliance with federal regulations, or reporting false information MAY DOWNGRADE A STATUS IMMEDIATELY. When the district has verified correction of deficiencies in meeting all process standards previously cited as deficiencies on the district’s Accreditation Record Summary, the accreditation status will be upgraded.

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CSPRConsolidated State Performance Report• Collects data that is required under section 1111 of the No Child

Left Behind Act (NCLB), which mandates the requirements for the Secretary’s report to Congress and information necessary for the Secretary’s report on the Department’s Government Performance and Results Act (GPRA) indicators.

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• Participation

• Proficiency

• AYP Results

• Teacher Quality

• Language Instructional Programs

• Persistently Dangerous Schools

• Graduation and Dropout Rates• Education for Homeless Children and Youth Programs

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• Migrant Child Counts• Student Achievement & Participation in Title I

Schools• Even Start Programs• Neglected, Delinquent, At Risk• Innovative Programs• Rural Education• Funding Transferability for state and local

educational agencies

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Programs Managed in OFP:

• Title I, Part A – Basic• Title I, Part C -- Migrant• Title I, Part D – Neglected & Delinquent • Title II, Part A – HQ Teachers & Admins• Title III, Part A – ELL• Title IV, Part B – 21st Century Learning• Title VI, Part B – Rural Education• Title X, Part C – Homeless Education

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MSIS Indicators:

• TITLE 1• TITLE STUDENT INDICATORS • MIGRANTS• LEP• HOMELESS• NEGLECTED/DELIQUENT

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• Title 1 funds are targeted to high-poverty school districts and used to provide supplementary educational services.

• Only those persons receiving Title 1 funding should be coded in personnel with a Special Program Code of 1.

• In Title 1 School wide Program, most federal, state, and local funds are consolidated to upgrade the entire educational program of the school. In schools operating on a school wide model, Title 1 is no longer a distinct program but is integrated into the regular program.

• Schools may elect to operate as a school wide program only if they have a child poverty rate of at least 40 percent.

• Title 1 Targeted Assistance Schools are so-termed because it targets its services on specific, identified children.

• A student is Title 1 Eligible if he or she is from a low-income family, as indicated by his or her free and/or reduced lunch status.

• Title 1 neglected students are students who are 21 years of age or younger and enrolled in a regular program of instruction at either an eligible institution or community day program for an average length of stay of at least 30 days.

• Title 1 delinquent students are students who attend a public or private residential facility that is operated primarily for the care of children and youth who have been adjudicated delinquent or in need of supervision.

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• Adequate Yearly Progress Model Annual AYP “Met/Not Met” Decisions Improvement (choice, supplemental services) Corrective Action (serious!) School Restructuring (very serious!)

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In order to qualify for the Migrant education program the child must:

• Be younger than 22 and has not graduated from high school or does not hold a high school equivalent certificate

• Haw moved within the last 36 months

• Has moved across school district boundaries and has a change in residence

• Has moved for the purpose of obtaining work that is temporary or seasonal, and agricultural or fishing

• Be working to provide a living for himself and his or her family

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MSIX:

Migrant Student Information Exchange: MSIX was developed in September 2007.

The MSIX does not replace existing state migrant student record systems; rather it links them in a minimally invasive manner to collect, consolidate, and make available critical education and health data for migrant children.

The MSIX also leverages available information provided by the states to ED’s Education Data Exchange Network (EDEN) system to ease the data collection burden on states

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Data Collected Outside of MSIS:

• Private School Participant Survey• Private School Enrollment Form• Homeless Student Tracking System• Supplemental Education Services Participant Counts• Neglected/Delinquent Annual Student Count (October)• 21st Century Yearly Performance Report• Profile Performance Information Collection System (PPICS)• English Language Learners (ELL) Survey• Consolidated Federal Programs Monitoring

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ARRA Reporting

• Grant ends September 30th

• Continue to report expenditures and jobs• Reporting beyond ARRA

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The School Improvement Grant (SIG) program provides additional federal

funds to local schools for the purpose of implementing intensive school

improvement interventions.

School Improvement Grants 1003(g)

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• Priority is given to the lowest-achieving schools that demonstrate:

(A) the greatest need for such funds; and (B) the strongest commitment to ensuring that funds are used to substantially raise student achievement

• Schools are categorized into three tiers based on factors such as school improvement status, graduation rates, proficiency on state assessments, and eligibility for Title I funds.

School Improvement Grants in Mississippi

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School Improvement Grants in Mississippi

• FFY 09 COHORT I – 2010-2011 Mississippi awarded $33 million in competitive School Improvement Grants to eight schools for school turnaround. Period of the Grants FY11-FY13

• FFY 10 COHORT II – 2011-2012 Mississippi awarded $33 million in competitive School Improvement Grants to ten schools for school turnaround. Period of the Grants FY12-14

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Conditions for Funding

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Annual Grant Renewal

While all grants are funded for three full years, there is an annual grant renewal process with continued funding contingent upon each school meeting established goals or on a trajectory to do so, as they implement rigorous interventions. School personnel are required to engage in continuous data analysis to drive their school improvement efforts.

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Reporting Requirements

• To inform and evaluate the effectiveness of the interventions identified in the School Improvement Grant (SIG) requirements, the Data will be collected on the performance metrics. The USDE already collects most of these data through EDFacts and will collect data on two metrics through SFSF reporting.

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Performance Metrics and Reporting Requirements

Leading Indicators• Number of minutes within the school year and school day; *• Student participation rate on State assessments in

reading/language arts and in mathematics, by student subgroup; • Dropout rate;• Student attendance rate;• Number and percentage of students completing advanced

coursework (e.g., AP/IB), early-college high schools, or dual enrollment classes; *

• Discipline incidents;• Truants;• Distribution of teachers by performance level on an LEA’s teacher

evaluation system; and *• Teacher attendance rate. *

* New Reporting requirement

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Achievement Indicators• Percentage of students at or above proficiency level on State

assessments in reading/language arts and mathematics, by both grade level , and by student subgroup;

• Average scale score on State assessments in reading/language arts and mathematics, by grade, for the “all students” group, for each achievement quartile, and for each subgroup; *

• Percentage of limited English proficient students who attain English language proficiency;

• School improvement status and AYP targets met and missed; • College enrollment rates; and *• Graduation rate.

* New Reporting requirement

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Number of Minutes and Types of Increased Learning Time Offered

This data group is the number of minutes that all students were required to be at school and any additional learning time (before school, after school, or summer school) for which all students had the opportunity to participate. School minutes are the total of all full school days and half school days and any increased learning time provided to all students in the school.

– Increased learning time is defined by the type of increased learning time that the school offered. The following types of increased learning times should be reported: longer school year, longer school day, before school, after school, summer school, weekend school.

New Reporting Requirement

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Leading Indicators

• Number and percentage of students completing advanced coursework (e.g., AP/IB), early-college high schools, or dual enrollment classes;

– Advanced Coursework is defined as the number of students who complete advanced placement or International Baccalaureate classes. Completing the advanced coursework means that the student finished the class either during the school year or in combination with summer school and received course credit in accordance with state or local requirements.

– Dual Enrollment refers to the number of high school students who complete at least one class in a postsecondary institution either during the school year or in combination with summer school and receive course credit.

– Advanced Coursework and Dual Enrollment is defined as the number of students who complete advanced coursework AND complete at least one class in a postsecondary institution either during the school year or in combination with summer school and receive course credit.

• Data will be collected for this requirement via Survey for FY 2012

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Distribution of teachers and principals by performance level on an LEA’s evaluation system

• District will be required to identify the number of principals and number of teachers. Identify the labels used in the district’s evaluation system (up to six levels for example unsatisfactory, needs improvement, meets standards, exemplary) on the LEA’s evaluation instrument and report the distribution of teachers and principals by performance levels.

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Teacher Attendance Rate• Districts will be required to report Identify the number of FTE days

teachers worked divided by the maximum number of FTE teacher working days. A teacher is considered absent if he or she is not in attendance on a day in the regular school year when the teacher would otherwise be expected to be teaching students in an assigned class. This includes both days taken for sick leave and days taken for personal leave. Do not include administratively approved leave for professional development, field trips or other off-campus activities with students.

• Districts will reported teacher attendance data through MSIS beginning FY 2012

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Average Scale Scores on State Assessments in Reading/Language

Arts and Mathematics

• Average Scale Scores are required to be reporting as follows:– By Grade,

• for the “all students” group, • for each achievement quartile, and• for each subgroup

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College Enrollment Rates

• Identify the number and percentage of students who complete high school and enroll in postsecondary institutions.

• Data will be collected for this requirement via Survey for FY 2012

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Contact Information:

Kim Benton, Ed.D.Bureau Manager

Office of School RecoveryMississippi Department of Education

[email protected]

Making a SIGSIGnificant Difference for Children!

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For completion, graduation, and dropout rates to be meaningful, calculations must be based on data that is accurate, reliable, and consistent across districts/schools.

Both the Mississippi Department of Education (MDE) and the Office of the State Auditor (OSA) have been charged with ensuring that data is accurate, reliable, and consistent so that it can be used effectively to implement change.



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Many methods for calculating rates are currently used for calculating rates BUT the various methods are NOT comparable!

•The Averaged Freshman Graduation Rate (AFGR)uses aggregate student enrollment data to estimate the size of an incoming freshman class and aggregate counts of the number of diplomas awarded 4 years later. The incoming freshman class size is estimated by summing the enrollment in 8th grade for 1 year, 9th grade for the next year, and 10th grade for the year after and then dividing by 3.



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•Cumulative Promotion Index (CPI)measures the ratios of students who are promoted grade-to-grade to estimate the likelihood a 9th grader will graduate on time based on enrollment data from two years.



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•Manhattan Institute (Green) methodthe reported number of graduates in 12th grade divided by 8th-grade enrollment four years earlier in the same district. 8th-grade enrollment is adjusted by adding the actual 8th grade enrollment to the actual 8th grade enrollment multiplied by a percentage change in total or ethnic sub-group enrollment in the district during those four years.



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•Cohort Graduation Ratethe number of students who graduate in four years with a regular diploma divided by the number of students who form the adjusted cohort. The cohort is “adjusted” by adding any students who transfer into the cohort later during the 9th grade and the next three years and subtracting any students who transfer out, emigrate to another country, or die during that same period.



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On July 16, 2005, 45 governors agreed on a common methodology for calculating graduation, completion, and dropout rates so that rates can be compared across states.

On December 22, 2008, the US Department of Education issued guidance refining the NGA’s criteria for calculating graduation rates and setting a deadline for including the rates in accountability calculations.



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A cohort is simply a group of people banded together and treated as a group.

The “Baby Boomer” generation is actually a cohort of people born between 1946 and 1964.

The “New Orleans Saints” is actually a cohort of people who are paid to perform certain roles for the New Orleans Saints organization.



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8th Grade

Schools contain many students in different grades.9th

Grade

9th Grade

11th Grade

7th Grade

8th Grade

12th Grade

7th Grade

11th Grade

12th Grade

10th Grade



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But not all students in a grade are in the grade for the first time.

9th Grade

9th Grade



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The 2006-2007 cohort is the group of students who entered 9th grade for the first time during the 2006-2007 school year.

99thth Grade Grade2006-20072006-2007

88thth Grade Grade2006-20072006-2007



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The cohort now consists of a group of students who are in 9th grade . Remember that any student previously in 9th grade won’t be included!

The cohort now consists of students who started 9th grade for the first time together at the beginning of the year.



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Now that the 9th graders who started 9th grade together is established, students who transfer in/transfer out must be considered..

10th Grade

9th Grade



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So the question is, “In which cohort do I belong??”

Remember: ALL students must be included inone and only one cohort!



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“In which cohort do I belong??”

A student who transfer in is included in the cohort of students who were 9th graders at the same time as the transferring student.

“When was I a 9th grader??”



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“I was a 9th grader in 2006-2007!”“And before you ask, Yes, it was my first time in 9th grade!”



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“So, I belong in the SY 2006-2007 cohort!!”



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Now, we need to ‘adjust’ the cohort to add/remove students who transfer in/transfer out.



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A student who enrolls during the 10th grade but was in 9th grade during 2006-2007 would be added to the cohort.

I enrolled during 10th

grade.



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A student in the cohort who transfers out during the 10th grade would be removed from the cohort.


grade.



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Understanding CohortCompletion, Graduation, and Dropout Rates

Office of Research and StatisticsJune 29, 2011


grade.


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grade.


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After 4 years, our cohort has gone from looking like this…



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…to looking like this.


grade.


grade.



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There are 7 students remaining in the cohort who didn’t transfer out or die within the 4 years.


grade.


grade.



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There are 7 students remaining in the cohort who didn’t transfer out or die within the 4 years.


grade.


grade.



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Two students dropped out at some point during the 4 years.


grade.


grade.



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One student returned for a 5th year and is considered ‘still enrolled’.


grade.


grade.



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Three students graduated.


grade.


grade.



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One student received a GED through the school’s GED program.


grade.



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Now we can calculate a completion, graduation, and dropout rate for the 7 students in the cohort based on their status 4 years after first entering 9th grade.

Completion Rate – includes•Standard Diplomas•In-House GED•SpEd Certificates•Occupational Diplomas

3 Graduates + 1 GED / 7 students in the cohort = 57.14%



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Graduation Rate – includes•Standard Diplomas

3 Graduates / 7 students in the cohort = 42.86%



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Dropout Rate – includes•Students Coded as Dropouts•Any Student Whose Transfer Can Not Be Documented

2 Dropouts / 7 students in the cohort = 28.57%



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For this cohort, the rates are as follows:

Completion Rate – 57.14%Graduation Rate – 42.86%Dropout Rate – 28.57%

Notice that the Completion Rate and the Dropout Rate don’t total 100%

57.14% + 28.57% = 85.71%

Why?

Not all students had completed or dropped out when we took our snapshot!



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Calculation of a 5-year rate is exactly the same except the ‘snapshot’ is take one year later.


grade.



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If the status of these students is viewed one year later, the status may have changed.


grade.



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The student who was ‘still enrolled’ may have completed or dropped out.


grade.



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The students who dropped out may have returned and completed.


grade.



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It’s even possible the GED recipient returned and obtained a standard diploma.


grade.



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The calculations would be identical only the updated 5-year status would be used instead of the 4-year status.


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The 4-year rate would remain the same. Now, there would be an additional rate for the 5-year rate.


grade.



Questions??

601-359-1878

[email protected]@mde.k12.ms.us

[email protected]@[email protected]@mde.k12.ms.us



Documents

Mississippi Department of Education