May 2003 — Special Feature

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My Database Will Call Your Database, But Can They Talk?

By Dave Brittain

A Primer on Data Reporting Compatibility

Imagine a system for collecting vital data on a group of individuals, numbering in the millions, crucial to ensuring the future safety and success of our country. This system, while critically important to national security, rests on the shoulders of more than 16,000 different, isolated organizations. Each of these 16,000 organizations collects its own data on different segments of this group, employing diverse methods, programs and technologies for record keeping. When thousands of these individuals move from one location to another, scattering around the country, important information relating to them either d'es not follow, or comes later and is incomplete. Computer systems do not easily communicate with one another, and too often critical data is lost.

D'es this sound like a problem that is plaguing our country's immigration services or the Department of Homeland Security? Well, this scenario is not about immigration, terrorism or even the war on drugs. Instead, it is about the education of our children. The group I am referring to is the 47 million children enrolled in 90,000 public schools in more than 16,000 districts nationwide. Currently, we face a national dilemma in how to promote a seamless technology system for tracking and reporting on our students' educational histories, achievements and needs.

In addition, paperwork and data collection in education have grown at an exponential rate in the last 10 years, as accountability has increased. Although technology has helped in data-gathering and offered some relief, the value that information can offer to the education community has never been fully realized. Since current student information resides on many disparate, non-compatible data systems at the school, district and state levels, this data cannot be optimally used to understand where to target resources that boost student achievement. In short, education is data rich and information poor. And the No Child Left Behind Act is asking for all that to change.

New Data Reporting Rules

NCLB requires that states administer annual tests to measure student achievement levels, which are based on benchmarks set by adequate yearly progress (AYP) requirements. States must also collect and report the number and percentage of schools identified for improvement, including how long they have been in that category, then compare district and state student-achievement data. At the beginning of each academic year, school districts must report teacher qualifications; circumstances of the teacher's status; the level, type and subject area of teacher degree or certification; and qualifications for any paraprofessionals. But, few districts are ready to meet their responsibilities in complying with these data reporting demands from the states and NCLB.

Student data also must be disaggregated - i.e., reported in separate data sets of demographic subgroups by ethnicity, income and other categories. While disaggregated data will allow parents and other stakeholders to understand how each subgroup performs by itself and in relation to the school as a whole, few districts or states are set up to deliver data in this way.