Education Commission of the States (ECS) researched Statewide Longitudinal Data Systems (SLDS) policies in all states, the District of Columbia and Puerto Rico to provide this comprehensive resource. For purposes of this 50-State Comparison, an SLDS is defined as one with formal connections across two or more of the four core agencies (early…

Education Commission of the States (ECS) researched Statewide Longitudinal Data Systems (SLDS) policies in all states, the District of Columbia and Puerto Rico to provide this comprehensive resource. ECS designated four state agencies as core agencies within any SLDS: early learning, K-12, postsecondary, and workforce. As states continue to build…

Education Commission of the States (ECS) researched Statewide Longitudinal Data Systems (LSDS) policies in all states, the District of Columbia and Puerto Rico to provide this comprehensive resource. ECS identified two main approaches states use to connect their data: centralized systems and federated systems. State data systems that collect,…

Education Commission of the States (ECS) researched Statewide Longitudinal Data Systems (SLDS) policies in all states, the District of Columbia and Puerto Rico to provide this comprehensive resource. Data dictionaries provide standardized names, codes, definitions and attributes of data elements collected in a data system. In this resource, ECS…

Education Commission of the States researched Statewide Longitudinal Data Systems (SLDS) policies in all states, the District of Columbia and Puerto Rico to provide this comprehensive resource. Over the course of six rounds of funding, the National Center for Education Statistics awarded SLDS Grants to 47 states, the District of Columbia and…

Statewide Longitudinal Data Systems grant-funded projects represent one of the most developed and systemic K-12 education data projects in U.S. history. This report reviews what types of K-12 data elements are included in state systems, data linking with other systems, and how the data are used for reporting and decision making.

Education Commission of the States (ECS) researched Statewide Longitudinal Data Systems (SLDS) policies in all states, the District of Columbia and Puerto Rico to provide this comprehensive resource. States create their SLDS through a variety of means. The main methods examined in this 50-State Comparison are: statute/legislation, executive order,…

Education Commission of the States researched Statewide Longitudinal Data Systems (SLDS) policies in all states, the District of Columbia and Puerto Rico to provide this comprehensive resource. For the purposes of this 50-State Comparison, an SLDS is defined as one with formal connections across two or more of these core agencies. States with at…

Since 2010, the State Higher Education Executive Officers Association (SHEEO) has periodically administered the "Strong Foundations" survey, which documents the content, structure, and effective use of state postsecondary student unit record systems (PSURSs). This report highlights the results of the fourth administration of the survey,…

Increasing awareness of the vital developmental implications of the care and education of young children has led to efforts in Maryland to advance early childhood care and education (ECCE). To that end, Maryland has consolidated ECCE services into one division of the Maryland State Department of Education (MSDE) and developed a number of…

This evaluation report of Colorado's migrant education program during fiscal year 1987-88 was published according to a federal requirement. The program's background, budget, and funding sources are described. The 1987-88 figures on student and district involvement are reported. In the 1987-88 school year, 4,771 children were identified as eligible…

The Vermont Basic Competency Program is described, and its assessment results are reported for its second year of implementation. Data were collected on students in Vermont who were born in 1963, who are in the high school class of 1981 (which will be the first class to require mastery of 51 basic competencies for graduation), and who have already…