Foreword xiii Preface xvii Acknowledgments xix Chapter 1 How to Establish a Successful SLDS 1 What Is a Statewide Longitudinal Data System? 2 What an SLDS Can Do That Sneaker Net Cannot 4 What It Takes to Implement (or Improve) a Successful SLDS 9 Preview 13 Notes 15 Chapter 2 The SLDS Landscape 17 History of Longitudinal Data Systems 18 The State of SLDSs Today 23 Data Management Models 28 Conclusion 30 Notes 31 Chapter 3 Getting Started on Your SLDS 33 SLDS Planning and Preparation 35 Establish a Data Governance Board 35 Address Interoperability of the Data 38 Set Policies for Data Security and Student Privacy 41 Evaluate Current Systems and Make Connections 45 Make It Sustainable 50 Conclusion 53 Notes 54 Chapter 4 Data Management: Creating One Version of the Truth 57 What Is Master Data Management? 58 Incorporating MDM Principles in Your SLDS 60 Conclusion 75 Notes 75 Chapter 5 Florida Case Study: The Up- and Downside of Being the First 77 Florida s SLDS 78 Renovating What Exists Using Federal Grants 79 Conclusion 83 Notes 84 Chapter 6 Michigan Case Study: SLDS a Tool for Reinventing the Economy 85 Michigan s SLDS: Moving Beyond Compliance 86 Career and College Ready Initiative: How Longitudinal Data Can Inform the Discussion 92 Conclusion 94 Notes 94 Chapter 7 North Carolina Case Study: New SLDS, Existing Partnerships 95 Stakeholders and the NC P20W System 96 The Vision 101 State Legislation Reinforcing SLDS 102 Conclusion 104 Notes 104 Chapter 8 Sharing Information with Others 105 Public Information Sharing: What Information Is the Public Entitled to and Interested In? 108 Policy Makers and State-Level Decision Makers: How Can Legislators Enable and Use Longitudinal Data? 109 Researchers: How Can States Leverage Researchers to Make the Longitudinal Data Answer Key Questions? 112 Establishing the Connection with Academia 114 Parents: What Longitudinal Data Do Parents Need, and How Will It Make a Difference? 118 Students: How Can Schools Provide Students with More Intuitive, Instant Access to Their Own Student Record Contextualized with Longitudinal Data? 122 Conclusion 124 Notes 124 Chapter 9 Using Data in Schools and Classrooms 127 Teachers 128 Administrators 134 The Teacher Student Record Link 136 Conclusion 141 Notes 142 Chapter 10 Expanding Your SLDS: Adding Out-of-School Time and Health-Care Data 145 Collective Impact: The Longitudinal Data Connection 148 OST: What Happens When They re Not in School? 149 Health-Care Data 153 How to Facilitate Collective Impact Initiatives 157 Conclusion 160 Notes 161 Chapter 11 A Culture of Data: Using Longitudinal Data to Solve Big Problems 163 Creating a Culture of Data 164 Data-Driven Decision Tools 171 Response to Intervention (RTI) 172 Early Warning Systems 177 Conclusion 180 Notes 181 Chapter 12 It s Not about the Data 185 Ways to Sustain the System 188 Conclusion 193 Notes 194 About the Authors 195 Index 197
JAMIE McQUIGGAN is a technical writer specializing in education topics at SAS Institute Inc. She has a master's degree in technical communication and experience in software documentation, grant writing and social media strategy. She is a former information developer at IBM and business analyst with Fidelity Investments. ARMISTEAD W. SAPP III is the senior vice president of Research and Development at SAS, responsible for the development of the software used at more than 65,000 sites in more than 135 countries. As head of the P-20 efforts at SAS, he leverages corporate R&D to bring innovative solutions for administration and instruction to the education market. This includes responsibility for SAS(R) Curriculum Pathways, a no-cost Web-based curriculum for middle and high schools. His 20-plus-year career at SAS has encompassed many roles in marketing and R&D, and he was the president of SouthPeak Interactive (a developer and publisher of interactive entertainment software). He is also a contract researcher at Duke University Health System, working on neonatal best practices and safety.