Welcome to the website for the Kansas Educational Data Users Consortium.
The State of Kansas received a longitudinal data grant through the Institute of Education Sciences (IES) to improve its education data systems and develop ways to use data to improve education in Kansas. One of the tasks of the Kansas Educational Data Users Consortium (KEDUC), formed with funds from the grant, is to establish a state research priority agenda based on education stakeholder priorities and state data available to speak to those priorities.
To complete this task, Kansas’ education stakeholders—including state and local school board members, school administrators, teachers, parents, business leaders, and state policy makers— were asked to complete an online survey in December 2008. The survey listed 15 potential research areas, developed from US Department of Education, State Board of Education, and Kansas Board of Regents goals and research priorities; and it allowed for the respondent addition of two additional research areas. Respondents were asked to select the five research areas they felt were most important to improving education in Kansas. Results of the survey were shared with KEDUC, along with information about the state data that are currently available to support research in each of the areas. KEDUC members analyzed the information given to them as well as the requirements of the State Fiscal Stabilization (SFS) Funds and selected the following research priorities.
- Student Outcomes: Explore factors and interventions that are associated with better student outcomes (e.g., behavior, achievement, persistence in education) for students from pre-kindergarten through postsecondary education.
- Stakeholders are interested in the effectiveness of interventions for diverse student groups, such as students with disabilities and students for whom English is not the first language.
- They are interested in the impact of increasing the intensity of research-based interventions for students most in need of additional assistance and in what educator supports are most effective for implementing research-based interventions.
- Tied closely to improving student outcomes, there is an interest in research on support and interventions meant to turn around the lowest performing schools; and an interest in research related to the development and use of rigorous college- and career-ready standards and high-quality assessments that are valid and reliable for all students, including limited English proficient students and students with disabilities.
- State data currently available to support research in the area of student outcomes include district and school, including postsecondary institution, descriptive and accountability data; and student demographic data, attendance rates, test scores, program participation indicators (e.g., ELL, special education, Title I), and school leaver codes (e.g., graduation, dropout). Postsecondary institutions provide course and degree completion and grade information. Standards databases and information about state assessments are also available. Collection of K-12 student course completion data is planned for the 2010-11 school year.
- Educator Quality: Evaluate the effectiveness of programs and practices for the in-service preparation, professional development, recruitment, and retention of educators in order to improve educator competency and professional satisfaction and, ultimately, student learning and achievement.
- Stakeholders are interested in identifying the characteristics of preservice programs as well as of supports for novice educators that help make them effective educators who enjoy and remain in the profession.
- The state is also interested in increasing teacher effectiveness and addressing inequities in the distribution of highly qualified teachers.
- State data currently available to support research in the area of educator quality include basic educator demographic information, preservice education data (e.g., colleges/universities attended, highest degree), areas in which licensed, and current school assignment(s), if any; and district and school descriptive and accountability data.
Questions or comments? Please click here.