1 Corinthians 14:40
Easy-to-Read Version (ERV)
40 But everything should be done in a way that is right and orderly.
1 Peter 5:2-3
Easy-to-Read Version (ERV)
2 take care of the group of people you are responsible for. They are God’s flock.[a] Watch over that flock because you want to, not because you are forced to do it. That is how God wants it. Do it because you are happy to serve, not because you want money. 3 Don’t be like a ruler over those you are responsible for. But be good examples to them.
Companies desires for making productive discoveries from big data have motivated academic institutions offering variety of different data science (DS) programs, in order to increases their graduates' ability to be data scientists who are capable to face the challenges of the new age. These data science programs represent a combination of subject areas from several disciplines. There are few studies have examined data science programs within a particular discipline, such as Business (e.g. Chen et al.). However, there are very few empirical studies that investigate DS programs and explore its curriculum structure across disciplines. Therefore, this study examines data science programs offered by American universities. The study aims to depict the current state of data science education in the U.S. to explore what discipline DS programs covers at the graduate level. The current study conducted an exploratory content analysis of 30 DS programs in the United States from a variety of disciplines. The analysis was conducted on course titles and course descriptions level. The study results indicate that DS programs required varying numbers of credit hours, including practicum and capstone. Management schools seem to take the lead and the initiative in lunching and hosting DS programs. In addition, all DS programs requires the basic knowledge of database design, representation, extraction and management. Furthermore, DS programs delivered information skills through their core courses. Moreover, the study results show that almost 40 percent of required courses in DS programs is involved information representations, retrieval and programming. Additionally, DS programs required courses also addressed communication visualization and mathematics skills.
Assessment of the usability of Latvia’s open data portal or how close are we ...Anastasija Nikiforova
This presentation is a supplementary material for the following article -> Nikiforova, A. (2020). Assessment of the usability of Latvia’s open data portal or how close are we to gaining benefits from open data. In In IADIS 14th International Conference on Interfaces and Human Computer Interaction (pp. 51-28).
Nowadays, more and more countries are launching their own open data portals, seeking to provide their citizens with open data in a form that is useful and suitable for the original purpose of the open data, and Latvia is not an exception. Despite the fact that the Latvian open data portal was launched only in 2017, it is considered to be a fast-tracker. However, despite the overall high evaluations, critical voices,and many discussions about whether the Latvia’s open data portal is of sufficient quality to be appeared. Therefore, while previous studies deal with quality of open data, this study focuses on the analysis of the Latvian open data portal and aims to find the key challenges that may have a negative impact on user experience.The paper assesses the current situation and recommends corrective actions,highlighting the aspects to be considered when developing and improving open data portals.
A research poster presented as part of the Exploring the Emerging Impacts of Open Data in Developing Countries project at the Research Sharing Event in Berlin, 15th July 2014. For more see http://www.opendataresearch.org/emergingimpacts/
TIMELINESS OF OPEN DATA IN OPEN GOVERNMENT DATA PORTALS THROUGH PANDEMIC-RELA...Anastasija Nikiforova
This presentation is a supplementary material for the following article -> Nikiforova, A. (2020, October). Timeliness of open data in open government data portals through pandemic-related data: a long data way from the publisher to the user. In 2020 Fourth International Conference on Multimedia Computing, Networking and Applications (MCNA) (pp. 131-138). IEEE.
The paper addresses the “timeliness” of data in open government data (OGD) portals. It is one of the primary principles of open data, which is considered to be a success factor, while at the same time it is one of the biggest barriers that can disrupt users trust in data and even the desire to use the entire open data portal. However, assessing this aspect is a very difficult task that, in most cases, becomes an impossible for open data users. There is therefore a lack of comparative studies on the timeliness of data of different national open data portals. Unfortunately, 2020 gave the opportunity to find out this. It became easy enough to compare how long is the data path from the data holder to the OGD portal by analysing the timeliness of Covid-19-related data sets in relation to the first case observed in a country. The study thus fills the gap of comparative studies by addressing 60 countries and their OGD portals concerning the timeliness of the data, providing a report on how much and what countries provide the open data as quickly as possible. It makes it possible to understand how quickly OGD portals react to emergencies by opening and updating data for their further potential reuse, which is essential in the digital data-driven world.
Read paper here -> Nikiforova, A. (2020, October). Timeliness of open data in open government data portals through pandemic-related data: a long data way from the publisher to the user. In 2020 Fourth International Conference on Multimedia Computing, Networking and Applications (MCNA) (pp. 131-138). IEEE.https://ieeexplore.ieee.org/abstract/document/9264298?casa_token=FtfC_6bqZnsAAAAA:TaSnKrE7ZCxLyq5hvxX-X8O2sK_vZYcodTBtxoWOvaOAIFmMmy65f5dIK-kKYxFAMiC5jyl7Eeg
Companies desires for making productive discoveries from big data have motivated academic institutions offering variety of different data science (DS) programs, in order to increases their graduates' ability to be data scientists who are capable to face the challenges of the new age. These data science programs represent a combination of subject areas from several disciplines. There are few studies have examined data science programs within a particular discipline, such as Business (e.g. Chen et al.). However, there are very few empirical studies that investigate DS programs and explore its curriculum structure across disciplines. Therefore, this study examines data science programs offered by American universities. The study aims to depict the current state of data science education in the U.S. to explore what discipline DS programs covers at the graduate level. The current study conducted an exploratory content analysis of 30 DS programs in the United States from a variety of disciplines. The analysis was conducted on course titles and course descriptions level. The study results indicate that DS programs required varying numbers of credit hours, including practicum and capstone. Management schools seem to take the lead and the initiative in lunching and hosting DS programs. In addition, all DS programs requires the basic knowledge of database design, representation, extraction and management. Furthermore, DS programs delivered information skills through their core courses. Moreover, the study results show that almost 40 percent of required courses in DS programs is involved information representations, retrieval and programming. Additionally, DS programs required courses also addressed communication visualization and mathematics skills.
Assessment of the usability of Latvia’s open data portal or how close are we ...Anastasija Nikiforova
This presentation is a supplementary material for the following article -> Nikiforova, A. (2020). Assessment of the usability of Latvia’s open data portal or how close are we to gaining benefits from open data. In In IADIS 14th International Conference on Interfaces and Human Computer Interaction (pp. 51-28).
Nowadays, more and more countries are launching their own open data portals, seeking to provide their citizens with open data in a form that is useful and suitable for the original purpose of the open data, and Latvia is not an exception. Despite the fact that the Latvian open data portal was launched only in 2017, it is considered to be a fast-tracker. However, despite the overall high evaluations, critical voices,and many discussions about whether the Latvia’s open data portal is of sufficient quality to be appeared. Therefore, while previous studies deal with quality of open data, this study focuses on the analysis of the Latvian open data portal and aims to find the key challenges that may have a negative impact on user experience.The paper assesses the current situation and recommends corrective actions,highlighting the aspects to be considered when developing and improving open data portals.
A research poster presented as part of the Exploring the Emerging Impacts of Open Data in Developing Countries project at the Research Sharing Event in Berlin, 15th July 2014. For more see http://www.opendataresearch.org/emergingimpacts/
TIMELINESS OF OPEN DATA IN OPEN GOVERNMENT DATA PORTALS THROUGH PANDEMIC-RELA...Anastasija Nikiforova
This presentation is a supplementary material for the following article -> Nikiforova, A. (2020, October). Timeliness of open data in open government data portals through pandemic-related data: a long data way from the publisher to the user. In 2020 Fourth International Conference on Multimedia Computing, Networking and Applications (MCNA) (pp. 131-138). IEEE.
The paper addresses the “timeliness” of data in open government data (OGD) portals. It is one of the primary principles of open data, which is considered to be a success factor, while at the same time it is one of the biggest barriers that can disrupt users trust in data and even the desire to use the entire open data portal. However, assessing this aspect is a very difficult task that, in most cases, becomes an impossible for open data users. There is therefore a lack of comparative studies on the timeliness of data of different national open data portals. Unfortunately, 2020 gave the opportunity to find out this. It became easy enough to compare how long is the data path from the data holder to the OGD portal by analysing the timeliness of Covid-19-related data sets in relation to the first case observed in a country. The study thus fills the gap of comparative studies by addressing 60 countries and their OGD portals concerning the timeliness of the data, providing a report on how much and what countries provide the open data as quickly as possible. It makes it possible to understand how quickly OGD portals react to emergencies by opening and updating data for their further potential reuse, which is essential in the digital data-driven world.
Read paper here -> Nikiforova, A. (2020, October). Timeliness of open data in open government data portals through pandemic-related data: a long data way from the publisher to the user. In 2020 Fourth International Conference on Multimedia Computing, Networking and Applications (MCNA) (pp. 131-138). IEEE.https://ieeexplore.ieee.org/abstract/document/9264298?casa_token=FtfC_6bqZnsAAAAA:TaSnKrE7ZCxLyq5hvxX-X8O2sK_vZYcodTBtxoWOvaOAIFmMmy65f5dIK-kKYxFAMiC5jyl7Eeg
Liao and petzold opensym berlin wikipedia geolinguistic normalizationHanteng Liao
This paper proposes a method of geo-linguistic normalization to advance the existing comparative analysis of open collaborative communities, with multilingual Wikipedia projects as the example. Such normalization requires data regarding the potential users and/or resources of a geolinguistic unit.
Chinese-language literature about Wikipedia: a metaanalysis of academic searc...Hanteng Liao
ABSTRACT
This paper presents a webometric analysis of the academic search
engine result pages (SERPs) of the Chinese-language term of
“Wikipedia” across major Chinese-speaking regions of mainland
China, Hong Kong and Taiwan. Because of the academic
outcome, the findings can also be interpreted for further metaanalysis,
or “research about research”, of the Wikipedia research
in Chinese-language literatures. The findings cover the results
from four major search platforms: CNKI Scholar, Google Scholar
China, Google Scholar Hong Kong and Google Scholar Taiwan.
Cross tabulation of the results shows the major institutions
(journals and academic departments) and scholarly archives for
Chinese-language Wikipedia research. The findings suggest that
there exists a divide between mainland Chinese academic
sources/search results on one hand, and Hong Kong/Taiwanese
ones on the other. Meta-analysis based on academic SERPs have
implications for identifying the gaps and potentials in
internationalization of Wikipedia research.
What do Chinese-language microblog users do with Baidu Baike and Chinese Wiki...Hanteng Liao
ABSTRACT
This paper presents a case study of information engagement based on microblog posts gathered from Sina Weibo and Twitter that mentioned the two major Chinese-language user-generated encyclopaedias. The content analysis shows that microblog users not only engaged in public discussions by using and citing both encyclopaedias, but also shared their perceptions and experiences more generally with various online platforms and China’s filtering/censorship regime to which user-generated content and activities are subjected. This exploratory study thus raises several research and practice questions on the links between public discussions and information engagement on user-generated platforms.
Presented at GaCOMO14 by Jean Cook, University of West Georgia, Lori Gwinett, Georgia Southern University, Emily Rogers, Valdosta State University, and Joan Taylor, Clayton State University
Breaking Down “Back to the Staffing Surge”EdChoice
Our latest report—“Back to the Staffing Surge”—measures US public school employment growth versus student growth as well as teacher salary fluctuations and student outcomes over the past 65 years using publicly available data that state departments of education annually report to the U.S. Department of Education. The results were shocking.
What did the numbers say exactly? And what could our system have done to better serve public school teachers and students? Flip through this slide show to learn more!
To access the full Back to the Staffing Surge report and more resources, including a podcast video with author Dr. Ben Scafidi, visit www.edchoice.org/StaffingSurge.
• Created a data warehouse of Women Empowerment and Gender Gap, which gives better suggestions and more details for the prospective gender gap.
• Data collected from 6 different data sources ( both structured and unstructured data) using web scraping.
• Cleaned the dataset using R and automated script to load cleaned datasets and processed (ETL).
• Data was analyzed using Visual Studio and Microsoft SQL tools (SSIS, SSMS, SSAS) to create a data warehouse and deploy cube and finally visualized analysis using Tableau.
JavaOne 2013 - Clojure for Java DevelopersJan Kronquist
The fact that Clojure is a dialect of Lisp makes it feel completely alien to Java developers, and they miss the opportunity to learn this dynamic and functional programming language for the JVM. Clojure’s focus on immutability makes it very useful for concurrency. This presentation introduces Clojure in a way that feels natural to Java developers. By seeing how well Clojure interoperates with Java, you will learn how to take advantage of this wonderful language and still use all the frameworks and features of the JVM.
Trinity Kings World Leadership: Family Franchising Systems: United States Con...Terrell Patillo
Trinity Kings World Leadership Services(Genesis 17:6 "Kings Will Come from You!")
Families of Wisdom Ministry to Families(Genesis 12:3 "Til all Families of the Earth are Blessed")
Vision: To Train Equip Families to be Good Stewards of God's Kingdom.
*FAMILY FRANCHISING SYSTEMS: "A PROACTIVE WAY OF ENTERING INTO RELATIONSHIPS"
"A Proactive Way Of Solving Problems In The Family, Education,Religion, Business,Government, Arts & Entertainment, And Media Systems."(The Branches of Societies, Nations, & World)
"A Proactive Way Of Solving Problems In The Family, Church, Community, Country & World"(The Foundations, Roots,& Systems of Societies, Nations, & World) Like A Tree...
*Invest in people by training, equipping, and empowering...And the profits will follow..."We can do this for families"
"We have to be more Proactive in Protecting our Families"
*Human Capital Industry is where all the Wealth is...
*Where Faith & Culture Meet
*Created by Air Force Veterans...
*Good People Business drives Good Business...
*Just like Coach in sports, you can look at your stat sheet and see where you and your family members need training, improvement, & adjustments that need to be made to improve your life game.
Contact 724 252 5147 email: familyfranchise1@aol.com
Liao and petzold opensym berlin wikipedia geolinguistic normalizationHanteng Liao
This paper proposes a method of geo-linguistic normalization to advance the existing comparative analysis of open collaborative communities, with multilingual Wikipedia projects as the example. Such normalization requires data regarding the potential users and/or resources of a geolinguistic unit.
Chinese-language literature about Wikipedia: a metaanalysis of academic searc...Hanteng Liao
ABSTRACT
This paper presents a webometric analysis of the academic search
engine result pages (SERPs) of the Chinese-language term of
“Wikipedia” across major Chinese-speaking regions of mainland
China, Hong Kong and Taiwan. Because of the academic
outcome, the findings can also be interpreted for further metaanalysis,
or “research about research”, of the Wikipedia research
in Chinese-language literatures. The findings cover the results
from four major search platforms: CNKI Scholar, Google Scholar
China, Google Scholar Hong Kong and Google Scholar Taiwan.
Cross tabulation of the results shows the major institutions
(journals and academic departments) and scholarly archives for
Chinese-language Wikipedia research. The findings suggest that
there exists a divide between mainland Chinese academic
sources/search results on one hand, and Hong Kong/Taiwanese
ones on the other. Meta-analysis based on academic SERPs have
implications for identifying the gaps and potentials in
internationalization of Wikipedia research.
What do Chinese-language microblog users do with Baidu Baike and Chinese Wiki...Hanteng Liao
ABSTRACT
This paper presents a case study of information engagement based on microblog posts gathered from Sina Weibo and Twitter that mentioned the two major Chinese-language user-generated encyclopaedias. The content analysis shows that microblog users not only engaged in public discussions by using and citing both encyclopaedias, but also shared their perceptions and experiences more generally with various online platforms and China’s filtering/censorship regime to which user-generated content and activities are subjected. This exploratory study thus raises several research and practice questions on the links between public discussions and information engagement on user-generated platforms.
Presented at GaCOMO14 by Jean Cook, University of West Georgia, Lori Gwinett, Georgia Southern University, Emily Rogers, Valdosta State University, and Joan Taylor, Clayton State University
Breaking Down “Back to the Staffing Surge”EdChoice
Our latest report—“Back to the Staffing Surge”—measures US public school employment growth versus student growth as well as teacher salary fluctuations and student outcomes over the past 65 years using publicly available data that state departments of education annually report to the U.S. Department of Education. The results were shocking.
What did the numbers say exactly? And what could our system have done to better serve public school teachers and students? Flip through this slide show to learn more!
To access the full Back to the Staffing Surge report and more resources, including a podcast video with author Dr. Ben Scafidi, visit www.edchoice.org/StaffingSurge.
• Created a data warehouse of Women Empowerment and Gender Gap, which gives better suggestions and more details for the prospective gender gap.
• Data collected from 6 different data sources ( both structured and unstructured data) using web scraping.
• Cleaned the dataset using R and automated script to load cleaned datasets and processed (ETL).
• Data was analyzed using Visual Studio and Microsoft SQL tools (SSIS, SSMS, SSAS) to create a data warehouse and deploy cube and finally visualized analysis using Tableau.
JavaOne 2013 - Clojure for Java DevelopersJan Kronquist
The fact that Clojure is a dialect of Lisp makes it feel completely alien to Java developers, and they miss the opportunity to learn this dynamic and functional programming language for the JVM. Clojure’s focus on immutability makes it very useful for concurrency. This presentation introduces Clojure in a way that feels natural to Java developers. By seeing how well Clojure interoperates with Java, you will learn how to take advantage of this wonderful language and still use all the frameworks and features of the JVM.
Trinity Kings World Leadership: Family Franchising Systems: United States Con...Terrell Patillo
Trinity Kings World Leadership Services(Genesis 17:6 "Kings Will Come from You!")
Families of Wisdom Ministry to Families(Genesis 12:3 "Til all Families of the Earth are Blessed")
Vision: To Train Equip Families to be Good Stewards of God's Kingdom.
*FAMILY FRANCHISING SYSTEMS: "A PROACTIVE WAY OF ENTERING INTO RELATIONSHIPS"
"A Proactive Way Of Solving Problems In The Family, Education,Religion, Business,Government, Arts & Entertainment, And Media Systems."(The Branches of Societies, Nations, & World)
"A Proactive Way Of Solving Problems In The Family, Church, Community, Country & World"(The Foundations, Roots,& Systems of Societies, Nations, & World) Like A Tree...
*Invest in people by training, equipping, and empowering...And the profits will follow..."We can do this for families"
"We have to be more Proactive in Protecting our Families"
*Human Capital Industry is where all the Wealth is...
*Where Faith & Culture Meet
*Created by Air Force Veterans...
*Good People Business drives Good Business...
*Just like Coach in sports, you can look at your stat sheet and see where you and your family members need training, improvement, & adjustments that need to be made to improve your life game.
Contact 724 252 5147 email: familyfranchise1@aol.com
Trinity Kings World Leadership: Files complaint against Government Officials ...Terrell Patillo
Proverbs 29:12
New International Version (NIV)
12 If a ruler(Government Officials) listens to lies,
all his officials become wicked.
Proverbs 28:2
New Living Translation (NLT)
2 When there is moral rot within a nation, its government topples easily. But wise and knowledgeable leaders(king) bring stability.
Ezra 7:26New Living Translation (NLT)
26 Anyone who refuses to obey the law of your God and the law of the king will be punished immediately, either by death, banishment, confiscation of goods, or imprisonment.”
Proverbs 27:12
Holman Christian Standard Bible (HCSB)
12 A sensible person sees danger and takes cover;
the inexperienced keep going and are punished.
Proverbs 10:9
Holman Christian Standard Bible (HCSB)
9 The one who lives with integrity lives securely,
but whoever perverts his ways will be found out.
Proverbs 17:23
Easy-to-Read Version (ERV)
23 A wicked judge will accept a bribe, and that keeps justice from being done.
Proverbs 28:10Easy-to-Read Version (ERV)
10 Those who plan to hurt good people will fall into their own traps, but good things will happen to those who are good.
CHEPTER The Internet and ClientServer, Intranet & Cloud Computin.docxchristinemaritza
CHEPTER: The Internet and Client/Server, Intranet & Cloud Computing
Requirements
Please read Case Study 1 and write a paper to address ALL of the following discussion points:
1. Do your own research, define cloud computing and its use in American public education system.
2. List and comment on some of the uses of cloud solutions at New York State Education Department. Explain the aim of using cloud solutions in those use cases.
3. Describe and analyze the problems encountered by the New York State Education Department when implementing the cloud solution to centralize students' personally identifiable information (PII).
4. Identify the lesson learned from this case study for the educational institution and the cloud computing industry.
5. Provide TWO suggestions based on your own research, experience and understanding to address some of the challenges/issues related to the adoption of cloud solutions in education.
Format your paper
1. Be sure to reference all resources cited
2. Use APA formatting (see a guide here: http://www.bibme.org/citation-guide/apa/)
3. State the discussion point (1-5) clearly in your answer.
Do not plagiarize
1. This assignment is monitored by Turnitin, a software to check of a work is similar to internet resources and other students' works.
2. You can view Turnitin report a while after submitting your paper. If the similarity index is too high, consider rewrite your paper. The best is you write in your own words because we want to understand your own view.
3. All plagiarism cases will be penalized heavily without any excuse.
Submission:
· Deadline: Friday, July 21, 23:59PM (mid-night)
Late submission: -20% per day.
Page 2 of 19
Bennett and Weber. QScience Connect 2015:2
Page 21 of 22
Bennett and Weber. QScience Connect 2015:2
Cloud computing in New York State education: Case study of failed technology adoption of a statewide longitudinal database for student data
Educational institutions are turning to private cloud computing solutions to lower costs, efficiently deliver educational content and analyze student data, ranging from grades and school activities to behavior, health status, and basic demographic variables. This case study of New York State Education Department’s failed adoption of cloud computing for its student data and administrative needs demonstrates the potential benefits of creating detailed longitudinal student databases and large datasets. However, it also highlights several serious concerns about privacy, trust, and security in relation to student personally identifiable information (PII). Opposition from parents and educational and privacy advocacy groups–primarily due to fears of commercialization and ubiquitous, nontransparent, and unregulated sharing of student data–led to the closure of a private, cloud-based longitudinal database built by inBloom; and to new New York state legislation regulating student data. This case study analyzes educational governance in New York State, in particu ...
The Educational Impact of Broadband Sudsidies for Schools Under ERateLuis Taveras EMBA, MS
"The “universal service fund” pays for E-Rate with a 17.9 percent tax on long distance telecommunications. The term may sound odd; “long distance” is an artifact of the past for most Americans. However, international calls over plain old telephone network are still made, mostly by Latin American migrants living in the U.S. The telecommunications levy hits them particularly hard. More affluent households, on the other hand, use Facetime, Skype and other apps that avoid the tax."
http://www.politico.com/agenda/story/2016/08/stop-spending-money-connecting-schools-to-the-internet-000191
Many states are expanding their Career and Technical Education (CTE) programs with the passage of Perkins V. States are exploring how to leverage the infrastructure of their statewide longitudinal data systems (SLDS) to collect, integrate, and report CTE data. This presentation details the success of the Pennsylvania Department of Education in leveraging the eScholar Complete Data Warehouse and Uniq-ID to enhance their CTE programs.
Are Schools Getting a Big Enough Bang for Their Education Technology Buck?Luis Taveras EMBA, MS
Far too often, school leaders fail to consider how technology might dramatically improve teaching and learning, and schools frequently acquire digital devices without discrete learning goals and ultimately use these devices in ways that fail to adequately serve students, schools, or taxpayers.
How can Plan Ceibal Land into the Age of Big Data?@cristobalcobo
The main goal of this article is to describe the most relevant data sources and present an ongoing data analysis research grounded by a case study. In addition, this paper suggests next steps required to implement a learning analytics strategy within Plan Ceibal. If well exploited, this evidence based data can be used to support and improve the current technology and learning educational policies.
Student Data and Its Discontents: How FUD undermined an education reform agendaPatrick McCormick
In 2012 New York launched one of the most ambitious education reform policy agendas in the country fueled by $700M in Race to the Top funding. New technology, online collaboration, and data driven instruction were at the center of one the largest NY RTTT projects. But within a year student data had shifted from being part of the solution to being part of the problem as public and political opposition grew across the state. The story of what happened in New York between 2012 and 2015 mirrored much of what unfolded across the U.S. raising the question of where we go from here with education reform, emerging technologies, and student data.
Discovering rules for nursery students using apriori algorithmjournalBEEI
Over recent years, there has been a rise in the number of students completing nursery education in Bangladesh. However, in order to achieve a sustainable education goal, the dropout rate in education needs to be reduced. Therefore, this research worked on providing insights that would help to understand the possible causes of dropout from education. Since primary education is the starting point for every student, this research has been conducted on this part of education. The research used data obtained from a European country, Slovenia to use the insights of a developed country. The study was conducted using association rule mining where several mining rules were generated using the Apriori algorithm. The rules obtained had the confidence of 0.95 and support of 0.04. The result showed three major rules of dropping out children in nursery education and eventually helps to ensure higher education for all children.
K-12 Online Learning: A Follow Up of the 2008 Survey of U.S. School District ...apicciano
This presentation, K-12 Online Learning: A Follow Up of the 2008 Survey of U.S. School District Administrators, was made at the 15th Annual Sloan-C Conference in October 2009 by Anthony G. Picciano and Jeff Seaman as part of a panel on K-12 Online Learning Growth: Implications for Higher Education and Professional Development.
The study referenced above was the second of three national studies being conducted on the extent and nature of online learning in American K-12 education.
Use of ICT in Higher Education, University Teacher Prospective an Analysis of...SubmissionResearchpa
This primary study uses of ICT in higher education, university teacher prospective analysis of categorical data using r programming tries to explore the satisfaction of ICT uses in higher education of university teacher on Prithvi Narayan campus Pokhara. The primary data were collected from February to March 2020. Although there was a large research gap in many researchers to analyze accurately if the variable is in categorical type. This research tries to meet the gap between the selection of appropriate tools for a categorical questionnaire survey of 32 university teachers. The satisfaction of teachers’ concepts regarding the use of ICT to enhance student educational quality had expressed on different Likert scale could be summarized with the count, 93 percent of university teacher was satisfied for ICT use in classroom teaching. The chi-square value p equal to 0.08 signifies there was not rejection evidence of avoiding the null hypothesis. The different bar plots with a colorful image and their percentage and count could easily plot using r programming. by Sakuntala Pageni and Yagyanath Rimal 2020. Use of ICT in Higher Education, University Teacher Prospective an Analysis of Categorical Data. International Journal on Integrated Education. 3, 5 (May 2020), 23-29. DOI:https://doi.org/10.31149/ijie.v3i5.374. https://journals.researchparks.org/index.php/IJIE/article/view/374/359 https://journals.researchparks.org/index.php/IJIE/article/view/374
Data Mining Model for Predicting Student Enrolment in STEM Courses in Higher ...Editor IJCATR
Educational data mining is the process of applying data mining tools and techniques to analyze data at educational
institutions. In this paper, educational data mining was used to predict enrollment of students in Science, Technology, Engineering and
Mathematics (STEM) courses in higher educational institutions. The study examined the extent to which individual, sociodemographic
and school-level contextual factors help in pre-identifying successful and unsuccessful students in enrollment in STEM
disciplines in Higher Education Institutions in Kenya. The Cross Industry Standard Process for Data Mining framework was applied to
a dataset drawn from the first, second and third year undergraduate female students enrolled in STEM disciplines in one University in
Kenya to model student enrollment. Feature selection was used to rank the predictor variables by their importance for further analysis.
Various predictive algorithms were evaluated in predicting enrollment of students in STEM courses. Empirical results showed the
following: (i) the most important factors separating successful from unsuccessful students are: High School final grade, teacher
inspiration, career flexibility, pre-university awareness and mathematics grade. (ii) among classification algorithms for prediction,
decision tree (CART) was the most successful classifier with an overall percentage of correct classification of 85.2%. This paper
showcases the importance of Prediction and Classification based data mining algorithms in the field of education and also presents
some promising future lines.
THE EVOLUTION OF BIG DATA AND LEARNING ANALYTICS IN AMERICAN HIGHER EDUCATION...eraser Juan José Calderón
THE EVOLUTION OF BIG DATA AND LEARNING ANALYTICS IN AMERICAN HIGHER EDUCATION.
Anthony G. Picciano
Professor, Graduate Center and Hunter College, City University of New York (CUNY)
Executive Officer of the Ph.D. Program in Urban Education Graduate Center (CUNY)
ABSTRACT
Data-driven decision making, popularized in the 1980s and 1990s, is evolving into a vastly more
sophisticated concept known as big data that relies on software approaches generally referred to as
analytics. Big data and analytics for instructional applications are in their infancy and will take a few
years to mature, although their presence is already being felt and should not be ignored. While big data
and analytics are not panaceas for addressing all of the issues and decisions faced by higher education
administrators, they can become part of the solutions integrated into administrative and instructional
functions. The purpose of this article is to examine the evolving world of big data and analytics in
American higher education. Specifically, it will look at the nature of these concepts, provide basic
definitions, consider possible applications, and last but not least, identify concerns about their
implementation and growth.
Part 6 of 7 in the Series: Education in the Cloud. Introduction at: https://wrenchinthegears.com/2017/07/13/smart-cities-social-impact-bonds-public-educations-hostile-takeover-part-ii/
Similar to Trinity Kings World Leadership: Family Franchising Systems: Creating A Culture of Data... (20)
Trinity Kings World Leadership Is the Center for Public & Global IntegrityTerrell Patillo
Proverbs 29:12
If a ruler(President, Attorney General, Chief Justices, Judges, Governors, Senators, Congressmen, State Reps. Mayors, & Council members) listens to lies, all his officials become wicked.
Proverbs 17:23
Good News Translation (GNT)
23 Corrupt judges accept secret bribes, and then justice is not done.
Proverbs 12:22
Good News Translation (GNT)
22 The Lord hates liars, but is pleased with those who keep their word.
Proverbs 20:7
Darby Translation (DARBY)
7 The righteous walketh in his integrity: blessed are his children after him!
Artificial intelligence (AI) offers new opportunities to radically reinvent the way we do business. This study explores how CEOs and top decision makers around the world are responding to the transformative potential of AI.
The case study discusses the potential of drone delivery and the challenges that need to be addressed before it becomes widespread.
Key takeaways:
Drone delivery is in its early stages: Amazon's trial in the UK demonstrates the potential for faster deliveries, but it's still limited by regulations and technology.
Regulations are a major hurdle: Safety concerns around drone collisions with airplanes and people have led to restrictions on flight height and location.
Other challenges exist: Who will use drone delivery the most? Is it cost-effective compared to traditional delivery trucks?
Discussion questions:
Managerial challenges: Integrating drones requires planning for new infrastructure, training staff, and navigating regulations. There are also marketing and recruitment considerations specific to this technology.
External forces vary by country: Regulations, consumer acceptance, and infrastructure all differ between countries.
Demographics matter: Younger generations might be more receptive to drone delivery, while older populations might have concerns.
Stakeholders for Amazon: Customers, regulators, aviation authorities, and competitors are all stakeholders. Regulators likely hold the greatest influence as they determine the feasibility of drone delivery.
Oprah Winfrey: A Leader in Media, Philanthropy, and Empowerment | CIO Women M...CIOWomenMagazine
This person is none other than Oprah Winfrey, a highly influential figure whose impact extends beyond television. This article will delve into the remarkable life and lasting legacy of Oprah. Her story serves as a reminder of the importance of perseverance, compassion, and firm determination.
Senior Project and Engineering Leader Jim Smith.pdfJim Smith
I am a Project and Engineering Leader with extensive experience as a Business Operations Leader, Technical Project Manager, Engineering Manager and Operations Experience for Domestic and International companies such as Electrolux, Carrier, and Deutz. I have developed new products using Stage Gate development/MS Project/JIRA, for the pro-duction of Medical Equipment, Large Commercial Refrigeration Systems, Appliances, HVAC, and Diesel engines.
My experience includes:
Managed customized engineered refrigeration system projects with high voltage power panels from quote to ship, coordinating actions between electrical engineering, mechanical design and application engineering, purchasing, production, test, quality assurance and field installation. Managed projects $25k to $1M per project; 4-8 per month. (Hussmann refrigeration)
Successfully developed the $15-20M yearly corporate capital strategy for manufacturing, with the Executive Team and key stakeholders. Created project scope and specifications, business case, ROI, managed project plans with key personnel for nine consumer product manufacturing and distribution sites; to support the company’s strategic sales plan.
Over 15 years of experience managing and developing cost improvement projects with key Stakeholders, site Manufacturing Engineers, Mechanical Engineers, Maintenance, and facility support personnel to optimize pro-duction operations, safety, EHS, and new product development. (BioLab, Deutz, Caire)
Experience working as a Technical Manager developing new products with chemical engineers and packaging engineers to enhance and reduce the cost of retail products. I have led the activities of multiple engineering groups with diverse backgrounds.
Great experience managing the product development of products which utilize complex electrical controls, high voltage power panels, product testing, and commissioning.
Created project scope, business case, ROI for multiple capital projects to support electrotechnical assembly and CPG goods. Identified project cost, risk, success criteria, and performed equipment qualifications. (Carrier, Electrolux, Biolab, Price, Hussmann)
Created detailed projects plans using MS Project, Gant charts in excel, and updated new product development in Jira for stakeholders and project team members including critical path.
Great knowledge of ISO9001, NFPA, OSHA regulations.
User level knowledge of MRP/SAP, MS Project, Powerpoint, Visio, Mastercontrol, JIRA, Power BI and Tableau.
I appreciate your consideration, and look forward to discussing this role with you, and how I can lead your company’s growth and profitability. I can be contacted via LinkedIn via phone or E Mail.
Jim Smith
678-993-7195
jimsmith30024@gmail.com
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Trinity Kings World Leadership: Family Franchising Systems: Creating A Culture of Data...
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2 Sates kpanded
Availability and Uses of
Sudent K-12 Data, New
Report Sys
3 Hucators&port on
Useq Wish List for
Sudent Data in K-12
4 &port Que$ions
$$ainabiliiy of
Longitudinal
Sudent-Data Systems
5 $aled-Back FEFFA
Overhaul lntroduced in
U.S House
COmmENTa r y
6 TooMuchofaGood
Thing:Making Data
Abrk for Shools
7 Rrtting K-12 Data in the
Rght Handq at the
Rght Time
9 ls H. Data a Fitbit or a
fo*-Mortem?
Creating a CLllture
of htaEditols Note: The incrercing Lvdlftilit uof
student dtrXiscGrting debtle ovefthow to
effectivel!use t he info !n trion to d dve dist t]ct
decisions. ln this Spotlight, explo& how st [es
iG developing govemRlce stnlctutssto guide
dtr!collection &d use, consideilhe difficult
biDtcing rct between dtr!collection Drd
pmvtbUconcems, thd leltlr how so! e eductroB
!B ! i<ing d Il lwo* in theilschools.
2. Educat ion WEEKSpotlight on creating a Glltureof Data edweek.org
Published November 20,2014, in Education Week's State EdWatch Blog
Sates Expand ed Availab ility
and Ussof Sudent K-12 Data,
New Fbport Says
ByABrEv Ujmsa
he number ofstates that provide
data to parents allowing them to
track their children's academic
progress has more than doubled
in the last three years from eight to 17,
while more than 100 bills designed to bet-
ter safeguard student data were consid-
ered in states, according to a recent report
from the Washington-based Data Quality
Campaign.
The'Data for Action 20l4"report from
the group, which advocates for the avail-
ability and use of student data to improve
K-l2 achievement, was released Wednes-
day. It catalogues how an increasing
number ofstates are working to expand
access to data among teachers, parents,
and across state agencies, including those
dealing with workforce and economic is-
sues.
'The story really is a very positive one,"
said Aimee Guidera, the founder and ex-
ecutive director ofthe group, in a confer-
ence call with reporters.
For its report, the campaign lists l0
"state actions"that the group believes
will help states and public schools better
ntllize data and share information more
broadly and appropriately with the gen-
eral public. Within each ofthose l0 catego-
ries there are also sub-categories where
states can show that they are using data
more effectively, according to DQC.
The group compared 2014 to 201 I when
analyzing how many states were meeting
those 10 recommended actions. The group
announced that this year Kentucky be-
came the third state to meet all of those
actionS, joining Arkansas and Delaware-
the group noted that in 2011, Kentucky
had completed just two of the 10 recom-
mended actions. Among those actions are:
n Llirk sttrn K-12 dElsystRrs wfth Ely
l[rnmg, [btscrdry, wr'kfrcE Dd nhr
crffi fl sttr[ Ql]cy dtrEsystllrB
Nineteen states have completed this ac-
tion in 2014, DQC said, compared to 1l
in 201 l. However, 43 states do share and
match K-12 data with postsecondary data
annually, compared to 38 three years ago.
Interestingly, the number ofstates that
do the same for K-12 and early childhood
data dipped from46to43.
The number ofstates (19) that do this
matching for K-12 and workforce data
remains relatively low, and Guidera said
this remained one of the biggest chal-
lenges when it come s to using data across
sectors.
n d&E[lglfvrnftcllstruJcJurlb figudt]dEIt
cdlrbtttlh thd usE
The number of states completing this ac-
tion rose from 36 in 201 I to 42 this year.
In one sub-category,43 states had cross-
agency data governance committees with
some form of authority in2014, compared
to 39 three years ago.
n Oftr[ rryrrss rfmts wtFr studrrt-l wd
dtrnftr tdrctrtrs, stLdmts, thd mmts
Thirty-five states now do this in some
form, comparedto29 in 2011. Forty-two
states now produce reports that utilize
student-1eve1 lon gitudinal data.
The privacy ofstudent data could con-
tinue to be a major issue in state legis-
latures in 2015, as it was in 2014, when
several states restricted how student data
could be used in a variety of ways. Mean-
while, Google3 data-mining of student
users'emails through its Apps for Edu-
cation has highlighted ongoing concerns
about how companies will treat student
data when they deal with public schools.
States that provide
datato parents
allowing them to
track their children's
academic progress
has more than
doubled in the last
three years from
eight to 17
17 stat es
8 stat es
So Ur ce: DaE Q.dry canpaEf
3. Educfots r epoffi
on Uses, Wish List
fo[$udent Df I
tnl{J2
ByMmflEM[[aE
Philadelphia
ducators have a long wish list for the
use ofstudent data, and their own use
oftectrnology, including more training in
both areas.
Those are among the Drdings in a new analy-
sis ofhow educators view their schools'and dis-
tricts'use oftechnology and student data. The
research was released Tuesday by the Education
Technology Industry Network ofthe Software &
Information Industry Association at ISTE 2015.
In general, the study found that the most
critical unmet needs for K-l2 educators are:
n Continuous access to adequate bandwidth
n Access to the level oftechnology resources
common to other professionals
n Training in technology that is available to
other professionals
The organizationb 2015 Vision K-20 Survey
Report measures schools' and colleges' self-
reported progress toward technology and e-
learning adoption. More than 1,000 educators
answered the survey for this yeart research,
and most were from K-12 schools.
The survey found that schools 'hre mak-
ing slow but steady progress toward reach-
ing their instructional and operational goals
through the use oftechnology, including in-
creased use ofstudent data," accordilglo a
release from the organization.
The Vision K-20 Survey is an annual online
self-assessment hosted on the SIIA3 Vision
K-20 website for educators and educational
leaders fu K-12 classrooms, schools, and dis-
tricts and postsecondary courses, depart-
metrts, and campuses. The survey gauges
respondents' progress using 37 benchm ark
statements identiled as part ofthe SIIA Vi-
sion K-20 goals and measures.
This is the eighth year the SIIA has sur-
veyed educators across the U.S. on these
topics. From a longitudinal perspective, this
yeart results show an increase in the follow-
ing benchmarks:
n Online access
n Institutiotral leaders'use oftechnology tools
n Use ofonline assessments
n Delivery ofdigital educational content
n Interactivity of multimedia in struction al m a-
terials
n dm!!mm ailllD/dEofK-12,mldmm[otDfmun-d@flnrckmdrnrpmomtrc[
:, sDomnm ffi i[pDv[irmucfibB mthot^rniEffiilgmph:
n K-12 Diffic! Kl2: Most lmportantways Digital student Data
Currently Used
fr ucat ion WEEK gotl ight on Creating a Orltureof Data' edweek-org
Published July 1,2015, in Education Weekb
Marketplace K:12, Blog
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Educat ion WEEKSpotlight on Creating a Glltureof Data i edweek.org
Published December 23,2014,in Education Week's Inside School Research Blog
Fbport Q uestions S,lstainab ility of
Long itud inal Sudent-Data ry$ems
BySaBh D. $aks
est Virginia has just launched
a web site, ZoomWV, intended
to make it easier to use its
massive lon gitudinal student
database, but a recent U.S. Government Ac-
countability OIEce report suggests it and
other states could have difnculty making
the bridge between K-l2 experiences and
lotrg-term student outcomes.
The Charleston Daily Mail reported that
West Virginia's $1.54 million data site will
allow parents, researchers, and the public
to see'rhere the state and each county and
school stands in terms of enrollment, as-
sessment results, and graduation and atten-
dance rates"both overall and disaggregated
by student groups in K-12.
But West Virginia, like many other states,
has difLculty matching individual educa-
tion records to students'later results in the
workforce, according to a GAO report.
The GAO found that most of the 48 states
that received some of the more than $640
million in federal grants since 2013 through
the Statewide Lotrgitudinal Data Systems
(SLDS) or Workforce Data Quality Initiative
(WDQI) programs could match at least some
individual students from early childhood all
the way through K-12, higher education, and
into the workforce. Yet, the report noted, "as
the match rate-that is, the percent ofunique
student records reliably cotrnected between
databases-increases, the number of grantees
able to matdr data between sectors decreases."
Workforce data seemed to be a big sticking
point, the GAO found, because several states
had laws limiting whether, say, a student3 So-
cial Security number could be used to idertify
him or her for such purposes. The few states
that could match students'educational and
workforce data holistically, such as Washing-
ton and Pennsylvania, reported concerns that
there is rot enough federal funding to sustain
the continued data collection needed to keep
the systems running properly.
The long-term health ofthe student-data
systems is important, the GAO found, be-
cause states overwhelmingly are using the
systems to conduct research and inform
policy in several ways, including:
Figure 'l : Number of SLDS or A/DQI Grantees with the Ability to Match Data from
Early Education to Workforce, 2013
lldch mb
Any ll.l00!()
75Pi6 and over
lS/6 rndov.r
0510t5fr
l{umbor af iILOS or WDQI gr€rtoo3
Ml ="rt,
*ucation to K-'!2 to worldo.E€
I *n ' oucalion to K-12 to posis€cordai? to f,olldorce
Sgurs: GAO enalyslt ot 2013 Oata QuElily Gailp€igll (OOC] But'roy dil*. I GAO'It27
Notes: We analyzed data on the 48 states that received a State Longitudinal Data Systems (SLDS)
grant, a Workfoice Data Quality lnitiative (WDQI) grant, or both and responded to the 2013 DQC
survey. Matching is defined as reliably connecting the same individual record in two or more
databases. The match rate is the percent of unique individual records that are matched. We
considered a grantee as matching data between sectors if a grantee matched data from at least one
program between sectors.
So Ur c e: GfvffinEArrtruftrbfiq, o rrrr
n Forty-five grantee states provided M. Nowicki, the director of GAO's educa-
feedback to high schools on how their tion, workforce, and income-security issues,
students fared after graduation; 'lnaximizing the potential of these systems
will rest, in part, with the ability to more
n27 analyzedthe college and career readi- fully match information on specific pro-
ness oftheir emerging workforce; grams and characteristics of individuals
that could help in further analyzing educa'
n 29 could flag individual students who tion and workforce outcomes."
showed early signs of disengagement or
risk ofdropping out ofschool; and
n 39 created research agendas based on cur-
rent problems in educational policy and
practice that could be studied using the
data systems.
"As grantees continue to relhe their sys-
tems," concluded report author Jacqueline
35
5. frucation WEEKSpotlight on Creating a Cultureof Data edweek.org
Published Iily 22,2015, in Education Week's Digital Education Blog
U.S. Attorney General for possible sanction.
'1 think it re[ects a desire for third-party
actors to be accountable," Zeide said. 'tsut I
think it may be more efEcient to use more di-
rect methods,"such as a separate law speciD
cally targeting vendors, she added.
Updfing FtrFa fofthedigitil ee
Key for many on all sides of the student-
data-privacy debate is that the new bill would
redeDre what constitutes a student's "educa-
tional record"under federal law to include
"those records, files, documents, and other
materials" about a student that are '1nain-
t ained, electron ically, digitally, or phys ically."
Scaled -Back FEFPA Overhaul
lntroduced in U.S Hous
ByBfiarnmHmd
ong-awaited bipartisan legislation
introduced in the U.S. House of Rep-
resentatives Wednesday would sig-
niDantly reshape the country's most
prominent student-data-privacy law, but stop
short ofthe radical makeover that lawmakers
had proposed earlier this spring.
The 'Student Privacy Protection Act" aims
to expand the scope ofstudent information
that is protected by law, place new obliga-
tions on both educational institutions and
third parties who handle that information,
and ban the use of such information for direct
advertising to students. It would also allow
for hes of up to $1.5 million on educational
institutions that violate the law
The bill, ifenacted, would represent a
meaningful update tothe Family Educational
Rights and Privacy Act. As currently written,
FERPA, as the 41-year old law is commonly
known, is widely viewed as inadequate for
addressing the privacy challenges presented
by the Eood ofdigital devices, software, and
apps intoU.S. schools over the past decade.
'Unfortunately, legal safeguards over stu-
dent privacy have not kept pace with the
rapid technological changes taking place in
America's classrooms,"said Rep. Todd Rokita,
RJnd., in a statement issued by the educa-
tion and workforce committee of the U.S.
House. "The bipartisan reforms in this bill
will strengthen privacy protections to ensure
schools can provide a 2lst century education,
while keeping their students'personal infor-
mation safe and secure."
a flumof pmposed
st ud ent-d tr Dp ifrvtJ leg isl tt ion
Rep. Marcia Fudge, D-Ohiq co-sponsored
the bill, which comes amid a Drrry of pro-
posed federal legislation on the hot-button
issue of student-data privacy.
Two other bills currently before Congress
also seek to modernize FERPA. The Student
Digital Privacy and Parental Rights Act of
2015, introduced in the House in April with
White House backing, would create an en-
tirely new law.
None of the bills have yet come up for a
vote.
Reaction on the Rokita-Fudge FERPA revi
sion was generally warm, although some ex-
pressed reservations about particular aspects
ofthe bill.
'1t provides some really important provi-
sions that would create more transparency,
which is essential for people to be able to
trust how schools and outsiders handle stu-
dent information," said Elana Zeide, a privary
research fellow at New York University's In-
form ation Law Insitute.
'Tlowever, [the bill would] place a heavy
burden on schools to oversee third-party
practices in a way that lh not sure is practi-
It
Unfortunately, legal safeguards over student privacy have
not kept pace with the rapid technological changes taking
place in America's classrooms."
Bp. ToDRol(Ta, R-lnd
cal,"Zeide said.
The bill comes three months after Reps.
John Kline, R-Minn. and Bobby Scott, D-Va.,
(the chair and ranking member ofthe educa-
tion and workforce committee, respectively)
released a "discussion draft"ofa far-reaching
proposal to radically remake FERPA from top
to bottom.
Cone from that earlier version are provi-
sions that would have allowed parents to
opt-out ofsome uses oftheir children3 data,
including many types of research studies
that are commonly conducted today. Also
eliminated is a provision that would have au-
thorized the U.S. Departmetrt of Education
to levy lnes directly on educational service
providers who violate FERPA.
Under the newly proposed Student Privacy
Protection Act, such violators would be re-
ferred to the Federal Trade Commission or
The move to include digital records is widely
seen as necessary in the modern age.
Generating more unc€rtainty are provi-
sions that would place new obligations on
schools.
The Rokita-Fudge bill, for example, would
require schools and other educational agen-
cies to keep a record of"each individual,
agency, or organization...that have obtained
access to a student's educational record,"as
well as the purpose for which sudr access was
granted.
Schools and other educational agencies
would also be mandated to establish new se-
curity practices for protecting students' infor-
mation;require that third parties with access
to students'education records also maintain
such security practices; establish breach no-
tilcation policies and procedures; and desig-
nate an ofEcial'?esponsible for mairtaining
6. Education WEEKSpotlight on Creating a Cultureof Data edweek.org
the security of i"tg.pducation records."
Educational agencies who break the law
would be subject to hes ranging tom $100
to $ I ,500,000 (and not to exceed I 0 percent
oftheir annual budget), depending on the
severity of their violation.
'1t's important to recognize that all this
would be new"for teachers and school ad-
ministrators, said Paige Kowalski, the vice
president for policy and advocacy at the
nonpro[I Data Quality Campaign, which
advocates for effective use ofeducational
data.
'We should expect privacy and security,
but [these provisions] beg the question
of how we are going to do this well, given
schools' current capacity," she said.
Cutious rerction f[on
the edtech industnE
Itt not just schools that would be affected
by FERPA ifthe Rokita-Fudge bill becomes
law
Outside providers would be prohibited
from getting contracts with educational
agencies ifthey have "a policy or practice
ofusing, releasing, or otherwise providing
access to personally identiEable informa-
tion in the education record ofa student"
for advertising purposes or for the develop-
ment of unapproved commercial products
or services.
The proposed legislation also aims to
directly prohibit all parties from using in-
formation gained via access to a student's
education record to'tnarket or otherwise
advertise directly to students."
Not surprisingly, the Software & Informa-
tion Industry Association, one ofthe lead-
ing trade associations representing the ed-
tech industry, reacted cautiously.
"SIIA will work closely with the com-
mittee to ensure the Student Privacy Pro-
tection Act does not create a regulatory
environment that prevents students and
schools from having access to increasingly
essential technologies," said Mack Mac-
Carthy, the vice president ofpolicy for the
group, in a statement.
A spokeswoman for the House Education
& the Workforce Committtee's Republican
majoriiy said lawmakers had taken input
on the discussion draft ofthe bill seriously.
'TVe received feedback on the discussion
draft from various stakeholders-parents,
educators, technology companies, and
privacy advocates," said committee press
secretary Lauren Blair Aronson via email.
"[We] believe the legislation introduced
today renects their feedback and strikes
the right balance between protecting stu-
dent privacy and supporting 2lst century
learning opportunities."
Published January 27,2015, in Education WeekTeacher
COmmentary
Making Data Work for Schools
By&smMukfl
Justin Minkel teaches 1st,2nd,and 3rd grade
at J ones Elementary in Springdalg Ark.,
a high-performing high-poverty public school where
85 percent ofthe students are English-language
learners. Minkel is the 2007 Arkansas Teacher ofthe
Year. Follow him on Twitter: @ustinMinkel.
Too Much of a Good Thing:
ata is absolutely useless. It's what
you do with it that matters.
Teachers know this, ofcourse. But
in an era when data is the coin of
the realm, we have seen persistent mnfusion
on the part of some legislators, policymakers,
and administrators about what data can and
cant do.
Data can give useful information to par-
ents, teachers, and kids about what students
know, what they dont, and how much growth
theyVe made. It can highlight strengths and
weaknesses on the part ofindividual teadlers,
schools, districts, states, and nations.
Data can also highlight kids lost in the
mean-{he small numbers of English-learners,
high-poverty students, or Afr ican-American
children who may be struggling in a school
where the majority ofstudents are doing Dre.
What data cant do is k any ofthe problems
it unearths. It cant make a kid smarter, a
teacher more effective, or a state more commit-
ted to its gowing numbers ofEnglishJearners.
Obvious, right? Not to everyone.
At a meeting of state education chairs last
summer, I made the case for a shift that every
teacher I know would support. Take away some
ofthe money that goes into developing tests,
administering and scoring tests, and monitor-
ing the test-takers and test-givers so they don t
ctreat. Then put it instead into all those things
that actually help students get smarter-{ike
tutoring home libraries, and meaningful pro-
fessional development for teachers.
One ofthe state chairs told me,'Iilell, the rea-
son we keep giving so many tests is that wete
not seeing the results we want."
I responded with a bastardized Arkansan
version ofthe'feeding the elephant"metaphor:
'If I keep weighing my pig, but I never feed
my pig, I might get fustrated. 1 keep weigh-
ing this darn pig but it's not getting any fat-
ter!'Testing kids over and over will never make
them smarter."
Ju mn m ifkd wolktrwith ! mldtrtrn
WeVe seen this phenomenon ever since the
advent ofNo Child Left Behind: a glut ofmoney
going to the dull business ofstandardized test-
ing, a lack of investment in those things that
make schools stronget and a student achieve-
ment needle that has barely budged by most
reputable (i.e. NAEB PISA) measures.
mtking Df lwok
So data itselfis useless. But in the hands of
skilled teachers and principals, the right data
can translate into powerful changes for kids.
My school was one of a handful in the nation
protred this month by a t=lm oew from the U.S.
Department ofEducation. The briefvideo high-
lights the way our staffuses data to help high-
poverty kids achieve, thrive, and go on to lead
the lives they dream. Itb well worth the four
minutes it will take you to watch: Improving
Education:The View from Jones Elementary
School.
What can teachers, principals, and policy-
makers do to make sure that data is a boon,
not a bludgeon, to the students it's intended to
serve? Here are three thoughts; I'd love to hear
your own.
Whtr TeEheBCBr Do
We need to make sure we spend as much
time analyzing data as we do gathering it.
Given the time crunch all teachers experience
on a daily basis, that3 often diflcult to do.
A few months back, I did the Fountas and
7. r-
Educat ion WEEKSpoil ight on Creating a Grltureof Data edweek.org
Pinnell BenchB_ark Reading Assessment_
which takes 1b'6r l5 minutes per student-
with eadr c,hild in my class. I recorded the re-
sults and turned them in to my principal. Then
I jammed the thick stack of stapled paper into a
manila folder, stuck the folder in the top drawer
of my filing cabinet, and pretty much forgot
about it for a few weeks.
Finally I made the time to pull it out and go
through the results. I listed the groups ofkids
who need guided reading lessons on various
sp eci [c skills : trtency, comprehension, strate_
gies for unknown words, certain phonics pat-
terns, inferential questions, and so on. Next
month, I1l mix up my guided-reading block to
meet with groups organized by specific skill
rather than level.
_
Un-til the Dst day I meet with those groups,
the four hours I spent giving the assessment
will have been utterly useless. yes, I completed
the assessments with Edelity. I recorded the
scores on report cards and on that sheet for my
principal. But there has been no beneD to my
students yet, and there wont be until I trans-
late all that data into individualized teaching
that gives each student what she or he needs.
I did a [he job weighing the pig. I just havent
gotten around to feeding it yet.
Whtr PtftrcipdsCm Do
The job of a principal has become close to
impossible. I am in awe ofprincipals like mine
who somehow balance the mountain of logis-
tics, the competing demands of district, state,
and federal policies, and the needs ofstudents,
their families, and their teachers.
That said, even excellent principals some-
times devote too mudr time to making sure as-
sessments are administered, and not enough
time making sure that teachers have the
knowledge, time, and tools to translate that
data into more efective instruction.
So far this yeat my students have taken four
computerized tests, two Fact Fluency assess_
metrts, the Benchmark Reading Assessment,
several grade-level phonics assessments, vari-
ous district literacy tasks, and a one-on-one as-
sessment oftheir oral English.
Every one of these assessments took time
away ftom instruction. That doesnt mean giv-
ing them was a bad idea. Eadr assessment fur-
nished me with useful information about what
my students understand and what they dont,
and unlike the state Benchmark exams, the
data was available immediately.
But too much of a good thing can be a bad
thing. There have been times this year when
the testing-to-tea&ing ratio tilted too far to the
testing side.
Principals need to make sure theyle get_
ting that balance right. Any assessment the
kids take needs to translate into more effedive
teaching and learning. Ifthat doesnt happen,
the hours taken from teaching time wont be
worth the saqiDe.
Whtr Folicm fteGCm Do
Principals and superintendents dont have
a choice about many ofthe tests they give. In
April, my students will take the Iowa Test of
Basic Skills (ITBS) and no one seems to know
why.
The test gives almost no useful information,
and the results tend to align very closely with
the socioeconomic status and native language
ofthe students who take it, regardless oftho;e
students' actual abilities in reading, writing,
and math.
Many high-performing nations dont test
every year. They choose quality over quantity,
administering befler, more expensive assesi_
ments, but testing less tequently. These assess-
ments go beyond basic'!ick-the-right bubble,,
skills a monkey could do in order to measure
the more complex abilities that tend to deter-
mine success in college, a career, and life.
We are asking tests to do too many things:
give useful information to parents;motivate
students; evaluate tea&ers; rank schools, dis-
tricts, and states; and on and on. In a thicket
oftests that vary wildly in quality, it,s easy to
forget the true purpose ofschool: providing an
excellent education to every child who walks
through the doors.
Data can work toward that end, but only
when assessments measure the right things,
are used in a way that suppots s&ools rather
than punishing them, and are given in modera-
tion sowe dont sacri&e toomuch instructional
time.
Policymakers cant just ask,,Does this new
test give us useflil data?"They have to ask the
harder question,'Does this new test give us
data that justiDs the cost, the logistical bur-
den, and the lost instructional time it will im-
pose?"
Education policy doesnt advance in a straight
line. It swings from side to side, and the swings
can be wild.
There was a time when we didn,t have
enough data.lt was too easy for teachers to
insist of a struggling student,.She has come
so far,"without any realjusti[bation for that
claim. Kids fell through the cracks, especially
underserved kids in schools and districts with
populations that were doing well in the aggre-
gate.
-
But that time has long passed. The pendu-
lum has swung further in the opposite direc-
tion than anyone thought it could swing. That
pendulum seems to be powered by the bizarre
assumption that the more data we generate,
the smarter our students will bemme.
Data, shmata. It's what we do with it that
counts.
Published October 1 5, 201 4,
in Education Week
COmmentary
PftmE K-12
Df r mthr Rmht
Hlr-ds, n thr
RMht TM E
ByiNq HamE
he drive to close achievement gaps
and eliminate chronic low perfor-
mance has become a quest for the
K-I2 Holy Grail. We know what
we are looking for and why, and see clues to
success everywhere.
In public education, the promise of data-
informed decisions that drive instruction,
improve student and school performance,
and close achievement gaps appears limit-
less.
But schools, districts, and most K-l2lead-
ership teams are not close to realizing the
kinds ofdata-driven bene[s that already
exist in Dlds like Drancial services, medi-
cine, and science.
There are numerous reasons for this. In
large part, the problem starts with failing
to customize data programs for education-
speciLc missions and becoming distracted
by 'Snapshots" of data, including early-
warning systems that rely on one-time im-
pression s of student performance.
In public education, data analysis offers
the foundation for smarter decisions. The
key lies in integrating and adapting data
systems so they provide meaningful infor-
mation that helps educators and schools
adjust to their individual students, needs.
To get there, certain changes need to hap-
pen.
Certainly, it is important to routinely
generate reports fr om student-information
systems. But such reports often represent
aggregate views ofstudent and school data
devoid ofthe deep visualizations that are
critical to strategic and tactical judgments.
Beyond that, there is the practice of
adopting tools from other industries, mostly
business, and forting them into education
uses without revamping them. A prime
example would be using an analytic tool
designed for trnancial services to analyze
assessment data in a school or district. The
usefulness of the tool simply doesnl trans-
fer. Here, the instinct is right, but the praG
8. Educat ion WFtrK Spoil ight on Creating a Cultureof Data edweek.org
tice is wrong-head€d.
We can learn valuable lessons from other in_
dustries, but they must be considered in terms
oftheir practicality for public education.
For example, every state collects student and
school information; millions ofpieces of data
are archived in data warehouses. But the ar_
chived data are seldom, ifever, consequential
to school or district leaders or classroom teach_
ers. Once archived, most of the information is
never touched again.
By contrast, organizations that live and
thrive by the management ofbig data-_{oogle,
Facebook, Consumer Reports, Bloomberg and
the U.S. Census Bureau-use their archived
data routinely. For such organizations, the
value of data analytics is compelling, and the
daily use ofdata analytics is essential and
fundamental to the work they do. Such is, or
should be, the case in public education.
At least I I mmpelling.Value propositions,,
(a business term for promised values for cus-
tomers) are crucial to the successful use ofdata
in public education. Any claim of datadriven
decision making where the value propositions
are not evident and transparent is delusional.
1. Eltms rruS bIDltttrmtrTt thndr[Erths
thd w[kntssB d [dE]trk]t, schffi, dGsrmn
studthts, grEElDrds, trt rbhrs. Such ftrd-
ings require deep insights into the teaching
and learning activities taking place in the or-
ganization.
The strengths and weaknesses ofan educa_
tional organization are not evident in the stan-
dard annual report ofa state agency or the re-
porting requirements of the U.S. Department
of Education. This is also true ofearly-warning
systems designed to [ag students who may
have learning problems later on.
2. Btrtst trrd schtrl ltBrshmt[rrE mrst hB/tr
firmtdm! EccGs tE Eyry dE[ mlit nrcGstry
fnt[bhmg, IEnmg, rd DctrrrtDilmy.
Twenty-four hours after data have been ar-
chived, the information must be available for
analyticuse. Delayed reporting is a fatal traw
of accountability testing. Generally, the analy-
sis ofresults has very little consequence for
teaching and learning in the current school
year, and almost no in trrence on the planning
for the upcoming sdool year, becausJthe dati
are not immediately available.
3. Th[dtrlmlst rB/til tEttrrE thd rT-ffrtunE
tffi fr studDrt Dtd/D schE grtr^/th. Because
it is possible for students to improve their
test scores without demonstrating growth in
their content knowledge or academic skills,
it is imperative that practitioners be able to
see whether students are simply improv_
ing their test scores or truly learning more
and better. To do this, the data mustlenect
engagement and performance over an ex_
tended period of time.
Annual or semiannual reports on test scores
are inadequate for capturing achievement and
growth for students and schools.
4. TEmtk! mfDmd judgmhts rb&t t[bhtr
fffrctpmGs, studrht &hmvUTtht, md grtr^/th,
dn!rust bnlmkB tlttrbhr &[utrfltrr nro ns
fGsmd dry[[rnnrt nLds.
The data must allow analyses of irstruc-
tional strands from formative assessments.
This enables teachers who need support to get
what they need to strengthen their pedagogy
and content knowledge.
5. admmBtrntrs rhd trchrs nilrst bE tbl[tn
mft E my trrd quGk crrd trmq ctrduct crGs.
rffrthcmg, rd DcGs cmtrthmsD! studtht
DilB m th mdrnrd, dtrGrEh thvmmmDt.
When a new data point beoomes available, it
must be accessible to educators quickly (within
24 hours) for there to be any hope ofusing in-
structional and developmental time well.
6. thrlmJst brwq/s t! rGl}lt hBtrts[ rd
trthd dtr!m vtrm.js mtrfgrtfts, mnrGfb;
QgrQtrE, dBegrQtrD. The lessons embed_
ded in historical and trend data often help ex-
plain current conditions and performance. The
visualized data must allow for queries that can
be answered by mining various data Dlds.
7. Ihndtr[ mlst tlrynncmvtrstrulrs wftr trrd
bthilU1 stftmddDs. Assumptions and feelings
must be informed by real-time analyses of rel_
evant data.
8. Itrthrs thd dmmFltrnrs nust b! rntEi/_
rd tudlthndtr!mmmg thtr B crmEd ttstu_
dtrt DhtwlTtflt md grs/vth.
Information-technology professionals must
focus on data Ddelity, end-user support, and
technology infr astructure instead of being con-
Rred to managing data and generating reports
with marginal utility.
9. R[il-tm!dtrnmmag nust surm.t th!dwd_
ffinmt E strtrere md tDtrls tDcl GE Dhm/D
mmtgtB.
Queries about the data on individuals or
groups are essential to understanding achieve_
ment gaps and what might be done to elimi_
nate them. Correspondingly, all objectives to
improve achievement must be informed by
highly nuanced data.
10. effBtDEtrchmg mrst btrthnftic{ tr mdy_
sE tf tbSth/trms rd E/flutrmhs, whEh wnid
hD/[ tE bE mchrd m tmnBy qud mEEE rhd
qumtmmdtrtr
1 1 . anilytGs shtrrld mtdfnEE thd trms-frm thn
ustr tf studtrrt-mfrmtrffii systDns frBn stnE
wfth[rsB ttrmffmtr[h rGfurcB. The goal is
to get data into the hands ofthose working in
schools and classrooms.
To build meaningful personalized learning
experiences from data, educators must have a
deep understanding ofevery student3 circum-
stances-including academics, behavior, demo-
graphics, growth and development, and history.
With such insights, teachers and education
leaders can target issues with appropriate
interventions and personalize teaching and
learning effectively.
This new frontier in big data must be inte-
grated into education to accelerate achieve-
ment for all students.
Irving Hamer is an education consultant.
He is a former deputy superintendent for
academics, technology, and innovation for the
Memphis, Tenn., school systern.
9. Educat ion WEEKSotlight on Creating a O-rttureof Data edweek.org
Published Jyl." 1,2015, in
COmmentary
Education Week's On California Blog
ls Ed. Data aFitbit
or ahst-Mortem?
By chamtayluKlltrrnn
alifornia has dumped its single-in-
dicator, test-score driven account-
ability measure and adopted eight
state priorities, some ofwhich can
be constructed partly oflocal measures.
Now the hard part:what will the state mea-
sure and how? And with what consequence?
Will the new data system work like a Fit-
bit, one of the physical activity monitors that
provide constant feedback, or as University
of Oregon professor David Conley put it,
like a post-mortem examination of deceased
schooling? Conleyh question, which he
raised at a recent California State Board of
Education meeting, crystallizes the design
problem the state faces: a single set ofindi-
cators is incompatible with what the system
needs at different levels.
There's both philosophy and plumbing
here.
The philosophy Dws from what IVe been
calling the California Exceptionalism : the
stateb increasingly notable effort to disasso-
ciate education reform from a generation of
negative incentives. The stateS vision is to
use its new Local Control Funding Formula
to create a virtuous circle ofdata, resource
allocation, feedback, and assistance where
necessary.
The multiple indicator idea is spreading
rapidly. It's present in the U.S. Senate ver-
sion of legislation to replace the No Child
Left Behind Act with a much belated update
of the federal government's basic elemen-
tary and secondary school law. And multiple
indicators are part ofthe 12-state Innova-
tion Lab Network assessments.
Philosophy leads to plumbing. In response
to legislation, the State Board ofEducation
is creating evaluation rubrics, essentially
the data elements that schools will be re-
quired to collect and report. It's required to
have something in place by fall. The board
is trying to design visual indicators: a dash-
board, to display its rubrics.
The dashboard data are supposed to
lead districts and schools toward cycles of
continuous improvement as they develop
the annual spending and academic plans
called the Local Control Accountability Plan
(LCAP).
The ftst round took place last year. The
results werent perfect, but school districts
universally preferred the new system to the
old categorical funding formula. The new
system fostered integration of Drancial and
educational planning. Parents and commu-
nity groups were more involved, at least in
some places.
County oftrces ofeducation are supposed
to support districts in their planning when
necessary, and districts send their LCAP
plans tothe county ofEce for approval. Then
districts implement programs of ongoing
professional learning all built around the
goals and data, and the cycle begins again.
But as my annotations (the red scratch-
ing from the talented On California'graph-
ics department) show, folks in Sacramento
face a huge design problem. Assembling
the dials and buttons for a dashboard faces
three requirements that are ultimately in-
compatible with a single set of indicators.
First, multiple indicators face a skeptical
public. Most immediately, the dashboard
concept faces critics that want an easy-to-
understand single indicator of school per-
formance. It will take considerable effort to
extinguish that m indset.
Second, schools and districts will need to
turn from documenting the results from last
year on the eight state indicators to using
data to help their organizations improve.
Practically, this means moving from post-
mortem data to leading indicators, looking
for the kinds ofthings that suggest that a
school will have success in the future.
-t:,.';:{'2 'itfr{i:H:
AnallsE tfDErrm
Ftr][[harrn(!9.,
Baluamnmbre, ltfel
rrrds aGil)68
assist atr Ce f r om Compl ianCe
or ieat ed or ganizat ioos
-o.j:"::""''
DFMII|LcAP
implnnrrEnlrloQmU
P[InEs]rrrH LDmau
LCAPDn/iEmrrn
(alEttrE mtrJm
allfE[Inwrh
llalgmls)
(
Dsrilrml cAPAdFrmr
& co eAppunal
cIUtrySippm
mDBtmrIs
(-
10. Ed ucat ion VrEEK gotl ight on Creating a Ortt"ur€of Data
Unless they Cg. the new data system will
become yet another exercise in compliance
behavior. School districts will collect and
report the needed data, but the information
wont help their schools perform better, or
even worse, schools will target the indica-
tor itselfinstead ofthe underlying learning
goals.
Third, at the teacher and student levels,
how do the dashboard indicators create
information that helps students learn?
States and school districts, to a certain ex-
tent, work on-an annual feedback cycle as
exempli[ed by the LCAP cycle illustrated
above. The student-teacher feedback cycle
requires mud more frequent looping. In a
Fitbit world, students would get data that
they could react to, self-monitol and per-
haps take some pride in.
As it stands now, wete a lot closer to post-
mortem than a Fitbit.
edweek.org 10
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