INSIGHTS 2014 Bios

Archived Presentations

Ms. Rachel Anderson - Associate, Policy analysis and Research - Data Quality CampaignAnderson_Rachel
Rachel joined DQC in 2013 to support the work of ensuring academic success for all students through access to and meaningful use of high-quality data. Rachel aids state policymakers in understanding their role in supporting effective data use, focusing on the landscape of state education data systems and the critical role of safeguarding student privacy in effective data use. Prior to joining DQC Rachel worked as a research analyst in early childhood development at Child Trends, a nonprofit research organization. There she explored topics such as the definition and measurement of school readiness skills, curriculum implementation and evaluation, and teacher preparation and professional development. During her graduate studies, she worked for the Ounce of Prevention Fund with their National Policy Consultation Team, providing early education policy information and guidance to state advocates.

Ms. Bethann Canada- Director of Educational Information Management - VDOECanada_Bethann
Bethann Canada is the Director of Educational Information Management for the Virginia Department of Education. Her office provides leadership to Virginia’s school divisions in the implementation of administrative educational technologies and is responsible for systems development and data administration for the agency. Mrs. Canada is project director for a substantial multi-agency federal grant program that focuses on linking data across K-12, Higher Education, and Workforce. Mrs. Canada began her 30-year career in education information management as a programmer, progressing to systems analyst, systems engineer, chief engineer, and director.

Dr. Jared Cotton- Superintendent- Henry County Public Schools Cotton_Jared
Jared A. Cotton currently serves as the Superintendent for Henry County Public Schools in Virginia. Prior to his current position, he served as the Associate Superintendent for the Department of Educational Leadership and Assessment for Virginia Beach City Public Schools. He has also served as Director of Assessment and Accountability, principal for a Title I elementary school, assistant principal at the middle and elementary school levels, instructional technology specialist, and classroom teacher for Chesapeake Public Schools in Chesapeake, Virginia. Additionally, Dr. Cotton has served as adjunct faculty in educational leadership and instructional technology for Troy University, Cambridge College, The George Washington University, and the University of Virginia. Dr. Cotton received his Ed.D. and Master’s degree from The George Washington University, Washington, D.C. He earned his Bachelor of Science in Middle Education (4-8) from Old Dominion University in Norfolk, Virginia. He has presented on topics pertaining to the effective use of technology in education, best practices in educational leadership, research on student assessment, and models for effective data analysis at state and national conferences to include the Virginia Association of Elementary School Principals, the Virginia School Board Association (VSBA), the International Society for Technology in Education, and Phi Delta Kappa

Mr. Paulo Dorado- Student- James Madison University Dorado_Paulo
Paulo is a rising Senior at James Madison University majoring in Computer Science. He is a member of the team that developed the second-prize winning app in the JMU Apps4VA competition. His hobbies include programming, playing guitar, and exercising.

Janice Garland- Lead School Improvement Coordinator- VDOEGarland_Janice
Janice Garland serves as Lead School Improvement Coordinator for the Virginia Department of Education. Regional experience includes four years as Program Director for the Four Rivers Technology in Education Consortium. Division-level administrative experience includes more than fourteen years oversight for K-12 instruction, assessment, technology, special education and federal programs in two divisions. She is in the final phase of dissertation completion to earn a doctorate degree from Seton Hall University in educational leadership and policy.

Marshall Garland- Research Scientist- Gibson Consulting GroupGarland_Marshall
Mr. Garland has over nine years of applied research experience. He has extensive training in research design and econometrics. At Gibson Consulting Group, Mr. Garland is a senior quantitative methodologist, overseeing the design and execution of all quantitative research projects conducted by the firm. In addition, he also serves as a researcher on a number applied research projects sponsored by the Virginia Department of Education (VDOE), including the College and Career Readiness (CCR) and Career and Technical Education (CTE) research projects, both of which require extensive utilization of VLDS. Prior to joining Gibson, Mr. Garland was an evaluator at Austin ISD, where he served as the evaluator for initiatives undertaken by the Gates Foundation-funded High School Redesign Initiative. He was also the project lead for the Postsecondary Transition research project, which employed advanced statistical techniques to understand AISD graduates’ post-graduation pathways. His work on this project was recognized by the American Educational Research Association (AERA) in 2009. After AISD, Mr. Garland worked at the Texas Schools Project at the University of Texas at Dallas. There, he assembled longitudinal databases spanning 15 years and more than 60 million records to address questions related to students’ academic growth, teacher effectiveness, the impact of professional development on student achievement, and student persistence and graduation. Mr. Garland is an expert in hierarchical linear modeling (HLM), panel data analysis techniques, and quasi-experimental research designs and methods. He is an advanced Stata programmer and intermediate SPSS and LaTeX user.

Ms. Kathy Glazer- President- Virginia Early Childhood FoundationGlazer_Kathy
Kathy Glazer joined the Virginia Early Childhood Foundation, a non-partisan, public-private venture, as President in January of 2012. Under Kathy’s leadership, the Foundation drives innovative initiatives to ensure that Virginia’s children enter kindergarten healthy and ready to learn. Previously she worked with the national Build Initiative, providing strategic advice to states advancing their early childhood agendas. Prior to Build, Kathy served in Virginia state government positions including Director of the Office of Early Childhood Development, an office created to span early childhood programs, staff, and funding streams across state agencies. Kathy has provided leadership for the development of many of Virginia’s key early childhood initiatives, leveraging public/private partnerships to create the statewide Smart Beginnings network and the Virginia Early Childhood Foundation and spearheading Virginia’s at-risk preschool and statewide strategic plan initiatives. In addition, Kathy was the architect of Virginia’s quality rating and improvement system, providing Virginia’s parents a powerful consumer education tool as they consider early care and learning options. She received her BA from the University of Georgia and MPA from Virginia Commonwealth University.

Mr. Will Goldschmidt- CITGoldschmidt_Will2
Will Goldschmidt is a PMP certified project manager who has been supporting Commonwealth IT projects since 2007. With a 20 year history in the IT field, Will has participated and lead cutting edge projects for the U.S. Marine Corps, Department of Defense, Virginia Enterprise Application Program, Virginia Information Technologies Agency, and the Virginia Department of Education. Will’s background includes software developer, head of strategy and policy, technical manager, and project manager. Will earned his Masters of Science in Information Technology Systems from the Naval Postgraduate School in Monterey California.

Dr. Farrah Graham- Assistant Professor- Virginia Commonwealth University Graham_Farrah
Farrah Graham, PhD, is an Assistant Professor of Public Administration and Policy at the Wilder School of Government and Public Affairs at Virginia Commonwealth University, where she directs two annual statewide public opinion polls on political and policy issues and topics in education. Her main research interest is information use and its role in decision-making, specifically individual and institutional choices regarding education.

Harper-Anderson_ElsieDr. Elsie Harper-Anderson - Assistant Professor- Virginia Commonwealth University
Dr. Elsie Harper-Anderson is an Assistant Professor of Urban and Regional Planning at the Wilder School of Government and Public Affairs at Virginia Commonwealth University. Her research focuses on understanding the impact of macroeconomic change on local labor markets and local economies. Her work also addresses strategies for strengthening the connection between workforce development and economic development through entrepreneurship. Dr. Harper-Anderson teaches courses in economic development, economic geography, and urban development policy.

Mr. Michael Hawes- Statistical Privacy Advisor- U.S. Department of Education Hawes_Michael
Michael Hawes is the Statistical Privacy Advisor for the U.S. Department of Education. He advises the Department of Education's Chief Privacy Officer and senior leadership on issues relating to data release, data management, and disclosure avoidance, and oversees the Department's Privacy Technical Assistance Center (PTAC), which provides technical assistance on privacy and data security issues to state and local education agencies and to institutions of higher education.

Deborah_Jonas_sqDr. Deborah Jonas- Special Advisor for Research & Planning- Virginia Department of Education
Dr. Deborah Jonas has spent more than a decade supporting policymakers by conducting applied research program evaluation, and supporting evidence-informed strategic planning. Since 2006, Dr. Jonas has been managing and evaluating educational programs while strengthening capacity of organizations to use evidence to inform program and policy decisions. Dr. Jonas has worked in preK-12 education, college, and workforce development. She regularly communicates her results to policymakers, program administrators, and educators. In 2013, Dr. Jonas established Research & Analytic Insights (RAI). RAI is a small, women-owned, Virginia-based business committed to forming partnerships with educators, social service providers, program leaders, and policymakers to improve organizational efficiency and effectiveness. RAI carries out research, evaluates programs, develops and delivers training and technical assistance, and informs policy through rigorous data analysis and thorough evidence review. The RAI team also specializes in helping organizations build infrastructure and strengthen institutional capacity to use data as part of a continuous improvement cycle. Through her work at RAI, Dr. Jonas provides research and strategic planning support to the Virginia Department of Education, works with state and local career and technical education leaders to strengthen local programs, and serves as a research fellow at the Virginia Early Childhood Foundation. She also supports national evaluations, and provides states with technical assistance in using data linked across agencies and sectors. Prior to founding RAI, Dr. Jonas was on the leadership team of the Regional Educational Laboratory, Appalachia and served as the Executive Director for Research & Strategic Planning at the Virginia Department of Education. Dr. Jonas is an empirically trained cognitive psychologist who studied memory, attention, and learning across the lifespan. She lives in Henrico County, Virginia with her husband and two children.

Dr. Dennis Kramer- Assistant Professor- University of Virginia Kramer_II_Dennis
Dennis Kramer has over 10 years’ experience in leading and conducting research within postsecondary and K-12 educational agencies. His prior research has focused on the economics of higher education, the role the intercollegiate athletics within institutional decision-making, and the evaluation of state and local policy adoption. Kramer specialization is in the adaption of advanced and robust quantitative measures to education-based policy questions and program evaluation. He focuses on the utilization of the econometrics, quasi-experimental, parametric and nonparametric economic models, and hierarchical linear models within higher education. Dennis has presented at leading higher education conferences on the role and financing of intercollegiate athletics and recently co-edited a book chapter with Robert K. Toutkoushian (UGA) titled Analyzing Equity in Faculty Compensation. His work on intercollegiate athletics has been featured within the Chronicle of Higher Education, Insider HigherEd, ESPN, and Yahoo Sports. His co-edited volume with J. Douglas Toma (UGA) entitled The Uses of Intercollegiate Athletics: Opportunities and Challenges in Positioning Universities received high acclaim and serves a foundation text to introduce the connections between university athletics and the academic core.

Dr. James Lane- Superintendent- Goochland County Public Schools Lane_James
James Lane began working as the superintendent of Goochland County Public Schools in December 2012. In this capacity, he collaborated with the Goochland community to create an innovative strategic plan focused on maximizing the potential of every student. He has been recognized for working with principals to implement a systemic approach to intervention and enrichment with special expertise in creating systems for honing in on individual student progress. Lane holds a bachelor's and a master's degree in teaching from the University of North Carolina at Chapel Hill, a Master of School Administration degree from North Carolina State University, and a Doctor of Education degree from the University of Virginia.

LiskeyAbigal Liskey - Student - James Madison University
Abigail is a senior at James Madison University majoring in computer science with a minor in mathematics. She is the President of the JMU Association of Computing Machinery and a member of the team that developed the second-prize winning app in the JMU Apps4VA competition in 2013. She enjoys rock climbing, archery, and playing piano in her spare time.

Martin_JamieJamie Martin - Apps4VA Intern- CIT
Jamie is a rising senior from James Madison University who is majoring in Computer Science. She headed the team that developed the first-prize winning app in the JMU Apps4VA competition. Her hobbies include drawing, writing, reading, and a little bit of sewing.

Mrs. Kasey Martin- Research Analyst- Virginia Commonwealth University Martin_Kasey
Kasey J. Martin is a doctoral candidate in Public Policy and Administration at Virginia Commonwealth University and Research Associate at the Grace E. Harris Leadership Institute. She has experience conducting implementation evaluations, program evaluations, community assessment, and policy analysis. Her major research interests are in the areas of social equity, educational access and attainment for low income, first generation, and student of color, community capacity, race relations (social inequities), and health disparities.

Tod Massa- SCHEVMassa_Tod
Tod Massa started at SCHEV in 2001 with nearly a decade of experience in policy research and analysis, and data management. As Policy Research and Data Warehousing Director, Mr. Massa oversees the development and of the Commonwealth’s postsecondary education data system; the biennial projections of enrollment and demand; and is one of the leaders of the Virginia Longitudinal Data System. His wide-ranging duties also include directing the collection, maintenance, and analysis of research data from all Virginia colleges and universities related to enrollment, graduation, and financial aid. He directs the agency's information systems activities and coordinates the agency’s relationship with the Virginia Information Technology Agency. Mr. Massa frequently serves on technical review panels for the US Department of Education.

PaulMr. Paul McGowan
Paul McGowan is the VP responsible for the CIT Connect service line. He has 20 years of technology consulting and analysis experience, developing technology strategies for Fortune 500 companies. At CIT he has defined, led, and executed successful technology analysis and assessment projects for a wide range of Government and commercial clients. He joined CIT in 2006 to build and lead the Connect team. Paul has been driving Connect to focus on helping large organizations – Federal, State and local agencies, as well as large corporations, develop and leverage new technology capabilities. Paul has lead multiple emerging technology programs in the K-12, Healthcare and DoD sectors.

Dr. Daniel Mindus- Investment Director- CIT Mindus_Dan
Dan Mindus is Investment Director at CIT GAP Funds, where he manages initial company screening, due diligence, and deal structuring. Prior to joining CIT GAP Funds, Dan was Vice President at the New Vantage Group, an early-stage investing company, where he led more than 20 investments. Dan has done stints at two consumer Internet startups, and in public policy, where his work was featured in The New York Times, The Financial Times, USA Today, The Washington Post, The BBC, Good Morning America, CNBC, and many other media outlets. He started his career at the Gerson Lehrman Group, an independent investment research firm in New York City. Dan holds a BA from Yale and an MBA from Harvard Business School.

Dr. Dan Player- Assistant Professor- University of Virginia Player_Dan
Daniel Player (Ph.D., Economics, University of Washington) is a research assistant professor at the Curry School of Education at the University of Virginia. His research focuses on teacher preparation and teacher quality, school leader career paths, and school turnaround. Prior to joining UVa, Dr. Player was a Senior Researcher at Mathematica Policy Research where he worked on several large-scale evaluations of education interventions for the U.S. Department of Education, including a study of teacher preparation programs, a study of teachers from highly selective routes to alternative certification, an evaluation of the Teacher Incentive Fund, and an evaluation of Teacher Residency Programs. Dr. Player publishes in peer-reviewed journals such as Economics of Education Review, Education Finance and Policy, and the Journal of Policy Analysis and Management.

Dr. Jeff Price- Director, Research and Planning- Virginia Dept. of Social ServicesPrice_Jeff
Dr. Jeff Price is Director of the Office of Research and Planning at the Virginia Department of Social Services. He leads a comprehensive program of organizational and social services system research, reporting and analysis. He also provides leadership for the design, development and continuing operation of the agency's data warehouse and business intelligence operations which support the agency's ability to use data to improve outcomes, reduce costs, increase accountability and improve program integrity. Jeff has been with the agency less than a year, but performed many of the same duties for the Virginia Department of Transportation for 12 years prior to coming to VDSS. He has a Ph.D. in economics and has conducted peer reviewed research on topics ranging from investment under uncertainty, renewable energy markets, traffic signal maintenance, and the formation of state level society in Mesoamerica.

Bev Rabil- Priority School Coordinator, Office of School Improvement- VDOE
Bev Rabil serves as the Priority School Coordinator with the Virginia Department of Education’s Office of School Improvement. Bev Rabil’s professional administrative experience includes state-level leadership experience as Priority School Coordinator for the Virginia Department of Education. Division experience includes oversight of K-12 instruction, special education, and technology as well as serving as interim superintendent. School experience includes teaching in elementary and middle schools and teaching in a gifted program.

Dr. Thomas Taylor- Superintendent- Middlesex County Public Schools Taylor_Thomas
Thomas W. Taylor, Ed.D. is the Superintendent of Middlesex County Public Schools, located in Virginia’s rural Middle Peninsula. Dr. Taylor also serves as an adjunct professor of educational leadership at the University of Virginia’s Curry School of Education. Dr. Taylor is an experienced teacher and school leader, specializing in school finance, data management, and leadership development. Prior to the superintendency, Dr. Taylor served as the high principal in Charlottesville City, an assistant principal, school improvement specialist, and testing coordinator in Virginia Beach, and he was also a social studies teacher in Chesapeake and Virginia Beach. Dr. Taylor holds a Bachelor of Arts degree from Virginia Wesleyan College as well as Master’s and Doctoral degrees in education leadership and policy from the University of Virginia. Dr. Taylor is presently working on a second Master’s degree in business administration at the College of William & Mary. Dr. Taylor has received numerous awards for his service and commitment to youth in Virginia, among them are the Virginia Wesleyan College Alumni Service Award, the Curry School of Education Outstanding Principal Alumni Award, and the William H. Seawell Memorial Award.

Dr. Ryoko Yamaguchi- President- Plus Alpha Research and ConsultingYamaguchi_Ryoko
Dr. Ryoko Yamaguchi has over twenty years of experience in K-12 education serving disadvantaged students as both a practitioner and a researcher. She holds two teaching certifications in Special Education (Learning Disabilities and Social/Emotional Disturbance) and has taught K-12 students in public school and psychiatric settings, including a juvenile detention facility for sex offenders, for four and a half years. Dr. Yamaguchi has spent the past seventeen years researching disadvantaged students’ achievement and educational milieu, including migrant education, homeless education, special education, dropout prevention, college readiness and access, as well as STEM and literacy programs. Her methodological expertise is in quantitative methods, including designing experimental and quasi-experimental studies for diverse settings, creating survey instruments, collecting quantitative data (ex. surveys, administrative, and behavioral coding), and conducting data analyses--particularly various applications of hierarchical linear modeling (ex. value added models, growth curve analysis, hierarchical generalized linear models, multi-level power analysis). She specializes in designing rigorous studies that can be successfully implemented with stakeholder buy-in in school settings. As a former teacher and an experienced researcher, she has worked successfully to bridge the gap between practice and rigorous research findings.

Dr. Peter Youngs- Associate Professor- University of Virginia Youngs_Peter
Peter Youngs is an associate professor in the Curry School of Education at the University of Virginia. His research interests focus on education policy effects on teaching and learning in the core academic subjects. In particular, his work concentrates on how state and district policy and school social context affect teachers' instructional practices, commitment to teaching, and retention in the teaching profession. He currently serves as principal investigator for a WT Grant Foundation-funded study of beginning teachers in Michigan and Ohio school districts. This study is employing social network analysis to understand how teacher knowledge, school organizational context, and principal leadership affect beginning elementary teachers' math instruction in the context of the Common Core State Standards and teacher evaluation reforms. He received the AERA Division K (Teaching and Teacher Education) Early Career Award in 2012. Recent publications have appeared in Teachers College Record, Elementary School Journal, and American Journal of Education.

INSIGHTS 2014 Presentations

The Power of VLDS - Campos, Canada, Goldschmidt, Massa
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A personal discussion with the founders and visionaries behind the VLDS.  This dialogue will discuss critical factors critical to successfully creating the system, current efforts underway, and our vision for the future. 

Bridging the Data Divide - Graham, Martin
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The presenters will discuss a comparative analysis of agency-university research partnerships across four states (Washington, Texas, Virginia, and Maryland) that have developed from the US Department of Education State Longitudinal Data System projects. Findings indicate the important effect that executive leadership, consistent and sound legal advice, and assessment of risk tolerance at the agency level can have on the structure and function of the overall project. Additionally, understanding organizational culture, specifically formal and informal factors, influence the quality and likely long-term sustainability of these efforts. Learning how to navigate these challenges and foster agency-researcher partnerships is fundamental for generating evidence-based research in public policy.

Return on Investment in the Workforce - Harper-Anderson
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The purpose of this study was to analyze return-on-investment (ROI) for three of Virginia’s publicly funded workforce programs (WIA, TAA and WP) from a government budgetary perspective. Using administrative data for program exiters, we employed a combination ROI models along with regression analysis. Findings suggest that WIA and WP show positive average ROIs while TAA results are mixed. ROI results for two of the three programs were vastly improved when the participant received training compared to no training, and earning a credential from that training further improved ROI. In this presentation we will discuss our research process, the results, policy implications and suggestions for future ROI analysis.

Using VLDS to Link Secondary to Postsecondary Records: Lessons and Evidence from the College and Career Readiness Project - M. Garland, Jonas
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As part of Virginia’s College and Career Readiness Initiative (CCRI), we designed this study to build on previous work (Garland, et al., 2011; Jonas et al., 2012) which assessed the association between high school achievement and first-year college enrollment into credit-bearing courses. In this follow-up study, we used de-identified data from VLDS to follow Virginia’s 2008 public high school graduates through college for four years. Our presentation will describe college enrollment, persistence, and completion rates for this graduating class, and the associations between these outcomes and high school achievement and demographic factors.

Following high school CTE completers into college and the workforce- Jonas, Yamaguchi, M. Garland
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The purpose of this research study was to help the Virginia Department of Education’s Office of Career and Technical Education (CTE) gain a better understanding of the long-term outcomes of high school graduates who earned diplomas and completed a CTE program of study. This study focused on the CTE graduates’ college enrollment, persistence, completion and credit accumulation. For students who enrolled in Virginia institutions of higher education (IHE), the study also investigated patterns of workforce participation and earnings. Analyses aimed to understand the high school factors associated with different college and workforce outcomes for CTE completers. During our presentation, we will share key study results and describe the data available for this study, including its strengths and limitations.

Data for Action: A National Perspective on Education Data Use- Anderson
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Each year, states work to develop new and innovative ways to use data in support of student achievement. This session will focus on the 2013 results from DQC’s annual survey of the states on their education data activities, with a special focus on state efforts to securely link data systems, improve the quality of their data dashboards and reports, and implement good data governance.

Teacher Preparation in Virginia- Player, Youngs
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Longitudinal data systems provide an opportunity for teacher preparation programs to observe the career paths of the teachers they train. This session summarizes some of the capabilities of the Virginia Longitudinal Data System to inform teacher preparation programs and highlights opportunities for the future.

Apps4VA- Dorado, Liskey, J. Martin
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Jointly sponsored by the Virginia Department of Education (VDOE) and CIT, the Apps4VA JMU competition engaged more than 85 James Madison University students in a semester-long project to develop innovative solutions and software tools to improve education and educational decisions in Virginia. Represenatives from the winning teams will share their apps and their thoughts on the development process.

HB 886: Making Student Progression and Outcome Data Part of the Advising Process- Massa
During the 2014 legislative session, Delegate Chris Peace (R-97th district) introduced HB 886 requiring colleges, universities, school divisions, and secodndary schools to provide direct links to SCHEV’s reports on wage and debt outcomes, and other measures. This session will discuss the implications of this new law, which passed without opposition, and demonstrate the currently available data. The session will conclude with a discussion of the implications of providing additional data from VLDS to assist students and families in decisions regarding post secondary enrollment.

Rethink Education: An Entrepreneurial Perspective - Mindus
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Thousands of "edtech" startups have sprung up in the last few years. Venture Capitalists are falling over each other to invest in education-related companies. One venture capitalist shares his perspectives on edtech startups, how they use data like VLDS, and how research can help enable the next generation of companies that can help improve educational outcomes.

Data Needs Assessment Project- Canada
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The Virginia Department of Education (VDOE) and the Center for Innovative Technology (CIT) conducted a statewide needs assessment to determine the data practices, requirements and needs of Virginia’s school divisions to develop an action plan for providing data and data services that will allow schools and school divisions to make data-driven decisions and to assist in targeted interventions that will ultimately improve student achievement. Input from a wide variety of stakeholders is guiding a transition from traditional static one-way data interaction to a model that also includes tools, services, and support.

Dynamic Data Divisions- Cotton, Lane, Taylor
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Dynamic Data Division - leaders from Henry County, Middlesex County, and Goochland County will share innovative practices for using local data systems to inform instruction, provide professional development for teachers, and drive a systemic plan for intervening with struggling students.

Early Childhood Data and VLDS - Glazer, Price, Jonas
The VLDS offers the opportunity to ask questions and conduct research that has not been possible before because the data simply wasn’t available. This presentation will explore the ways that inclusion of early childhood data sets from Virginia’s state agencies in VLDS can benefit our understanding of how birth and early childhood outcomes and interventions impact educational, health, and workforce achievement. Panelists will discuss in particular the Virginia Department of Social Services’ interest in utilizing the VLDS, the type of research that could be conducted, the benefits to the agency and its goals, and plans for making VDSS data available through the VLDS for researchers.

Long-term Outcomes of Graduate Wage Data- Massa
Following the 2012 release of post-completions wage outcomes at the program level, and the 2013 release of the education-related debt of graduates at the program level, SCHEV will preview its soon to be released reports on wage outcomes for the graduates of 1992-93. These reports explore the differences in graduate earnings across degree levels and broad program (two-digit CIP code). There will be a discussion period for additional ideas on presentation and visualization of the data.

Statistical Peer Groups Project: Creating Demographically Similar Peer Groups of Schools for School Improvement- Kramer, Yamaguchi
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This presentation focuses using school-level data as a roadmap for school improvement by creating four types of comparisons: 1) State; 2) Division; 3) Statistical Peers; and 4) School. Often, schools comparisons are made by region, division, or by program status (e.g., Title I) and performance (e.g. focus and priority schools). We will first describe methodological approaches to creating statistical peer groups using school data. Second, we will discuss how state, division and school leadership can use this information for school improvement.

Privacy Best Practices- Hawes
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This session will provide a brief overview of Federal requirements for protecting student privacy in longitudinal data systems under the Family Educational Rights and Privacy Act (FERPA). Moving beyond compliance with Federal law, this presentation will also discuss a number of privacy best practices relating to data governance, data management, data release, and transparency, and how to follow these best practices in the context of VLDS.

A Walk through Virginia's Data- Williams
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This session will provide an in-depth view of Virginia's publicly available data and will include an overview of meta-data references and data-dictionaries. The session will offer a behind-the-scenes look at how Virginia Department of Education data works, how it is structured and how data is shared to power VLDS.

Research & Reports Request- Massa
What do you want to see from VLDS? This is an interactive session to seek suggestions about the kinds of standard reporting constituent groups would like to see published from VLDS data.

SIG School Project- J. Garland, Rabil
Provide an overview of the impact of the School Improvement Grant (SIG) program on 26 schools in Virginia. The analysis focuses on whether the SIG program has impacted student achievement at participating schools.