Four Student Data Privacy Issues Adults Should Be Aware Of
Can Parents Protect Their Kids' School-Collected Data?
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What's Really At Stake? Untangling the Big Issues Around Student Data
What Will Happen to 'Big Data' In Education?
Charter School Network Offers Its Own Data System to All Schools
Understanding Learning Analytics and Student Data
How Will Student Data Be Used?
Standardizing Student Data: How to Make it Relevant
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KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/cdaee2f69a326e0989fd01d137b85954?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/cdaee2f69a326e0989fd01d137b85954?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/frankcatalano"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal 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FM","link":"/"}},"mindshift_39845":{"type":"posts","id":"mindshift_39845","meta":{"index":"posts_1591205157","site":"mindshift","id":"39845","score":null,"sort":[1427227711000]},"guestAuthors":[],"slug":"four-student-data-privacy-issues-adults-should-be-aware-of","title":"Four Student Data Privacy Issues Adults Should Be Aware Of","publishDate":1427227711,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39846\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/four-student-data-privacy-issues-adults-should-be-aware-of/student-data-privacy/\" rel=\"attachment wp-att-39846\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/student-data-security-a68dcebb859a895479da51b0759e8ba3294a9fc0-e1427221452719.jpg\" alt=\"LA Johnson/NPR\" width=\"640\" height=\"1080\" class=\"size-full wp-image-39846\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">LA Johnson/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz, \u003ca href=\"http://www.npr.org/blogs/ed/2015/03/23/393399168/in-congress-new-attention-to-student-privacy-fears\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Several efforts in Washington are converging on the sensitive question of how best to safeguard the information software programs are gathering on students.\u003c/p>\n\u003cp>A proposed Student Digital Privacy and Parental Rights Act of 2015 is circulating in draft form. It has bipartisan sponsorship from Democratic Rep. Jared S. Polis of Colorado and Republican Rep. Luke Messer of Indiana.\u003c/p>\n\u003cp>Drafted with \u003ca href=\"https://www.whitehouse.gov/the-press-office/2015/01/12/fact-sheet-safeguarding-american-consumers-families\">White House\u003c/a> input, the bill joins a previous \u003ca href=\"http://www.markey.senate.gov/news/press-releases/markey-hatch-release-discussion-draft-of-legislation-addressing-student-privacy\">Senate proposal,\u003c/a> plus much \u003ca href=\"http://dataqualitycampaign.org/files/Privacy%20Legislation_Summary.pdf\">action on the state level\u003c/a>, from \u003ca href=\"http://www.ed.gov/news/press-releases/department-releases-new-guidance-protecting-student-privacy-while-using-online-educational-services\">regulators,\u003c/a> and \u003ca href=\"https://www.whitehouse.gov/sites/default/files/image/signatories_consumer_protection.pdf\">from industry\u003c/a> and \u003ca href=\"http://studentdataprinciples.org/the-principleshttp://studentdataprinciples.org/principles-supporters/\">other\u003c/a> \u003ca href=\"http://studentdataprinciples.org/principles-supporters/\">sector leaders\u003c/a>.\u003c/p>\n\u003cp>Consumer groups like Common Sense Media and companies like Microsoft have spoken positively of the bill.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But some student-privacy advocates are saying it doesn't go far enough in restricting what private companies can do with student data.\u003c/p>\n\u003cp>\"It is a start to try to get at a very complex issue,\" says Elana Zeide, an expert on student privacy at the Information Law Institute of New York University, who saw an earlier draft of the bill. \"But it's not going to satisfy a lot of parent advocates, because it leaves a lot of discretion to schools and companies.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"GRCwXnKxdzytrvOmRmXkYAdM9tonL0CC\"]\u003c/p>\n\u003cp>Mike Goldstein, who works with education clients at the law firm Cooley, says there's been an \"explosion\" of interest in privacy issues over the past five years. Technological advances have schools and universities outsourcing many more basic functions than in years past. Everything from grade books to tests to entire academic programs, he adds, is being handled by third-party, for-profit providers.\u003c/p>\n\u003cp>And these providers are capturing far more than names, addresses and end-of-term grades. In some cases, large amounts of student work, and literally millions of tiny interactions, are collected and stored in the cloud. Think of all the edits on a school paper written in Google Docs. Or all the interactions a student has with a Khan Academy math program.\u003c/p>\n\u003cp>The major federal student privacy law on the books, \u003ca href=\"http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">FERPA\u003c/a>, doesn't have much to say about this avalanche of data. That's because it deals mainly with the security of basic demographic information collected and held by schools themselves. \"There's been a shift in focus in terms of privacy laws and regulations affecting both schools and colleges — from a focus on what the schools do, to what providers do,\" says Goldstein.\u003c/p>\n\u003cp>To understand this issue, Goldstein and Zeide say, it's important to separate out several distinct, but related, concerns that fall under the broad umbrella of student privacy.\u003c/p>\n\u003cp>\u003cstrong>1. Security. \u003c/strong>My child's information will be stolen and misused by hackers. She will be a victim of identity theft or her information will be exposed in an accidental data breach.\u003c/p>\n\u003cp>Setting rules about how long data can be stored, and who can access the information, helps security. The draft House bill contains some broad security provisions, but security, says Zeide, is also determined by good training and protocols, not just regulation.\u003c/p>\n\u003cp>\u003cstrong>2. Transparency.\u003c/strong> My child's information is being collected, circulated, stored and shared, but I don't know where or by whom or why. I won't be informed if there's a data breach.\u003c/p>\n\u003cp>This bill includes some provisions on disclosure and parental notification.\u003c/p>\n\u003cp>\u003cstrong>3. Commercialization.\u003c/strong> My child's information will be used to target online advertising or otherwise exploited for commercial gain. My child will be marketed to while she's doing her homework — or her homework will be used to sell things to other students.\u003c/p>\n\u003cp>This is where the House bill focuses. It would prohibit the sale of student information and the targeting of advertising based on a profile of a student assembled over time. It contains an exception, though, meant for companies like The College Board, which sells information on students who take the SAT to colleges, which is then used to target scholarship offers.\u003c/p>\n\u003cp>\u003cstrong>4. Reputation. \u003c/strong>My child's information will be \"out there,\" discoverable in the ether somewhere. Her youthful mistakes and foibles, her low-income or English-language-learner status will follow her around. One day, her \"permanent record\" could limit her options.\u003c/p>\n\u003cp>These \"reputational\" issues are much more complicated than the rest. They cover not only privacy, as it's been discussed here, but related situations, like the recent reports of Pearson's monitoring public posts on social media for mentions of the PARCC test by students. One day, student data could start to wield reputational power similar to what a bad credit record does for adults: It could limit your ability to get a job, not just your access to credit.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"There's a whole other set of more difficult, deeply troubling concerns about the use of information for educational purposes,\" that aren't addressed in the new bill -\u003cem>- \u003c/em>or in most of the proposals out there, Zeide says. \"There are harms that can happen regardless of intent.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+Congress%2C+New+Attention+To+Student-Privacy+Fears&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A House bill seeks to restrict what private companies can do with information collected on students.","status":"publish","parent":0,"modified":1427227715,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":828},"headData":{"title":"Four Student Data Privacy Issues Adults Should Be Aware Of | KQED","description":"A House bill seeks to restrict what private companies can do with information collected on students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four Student Data Privacy Issues Adults Should Be Aware Of","datePublished":"2015-03-24T20:08:31.000Z","dateModified":"2015-03-24T20:08:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39845 http://blogs.kqed.org/mindshift/?p=39845","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/24/four-student-data-privacy-issues-adults-should-be-aware-of/","disqusTitle":"Four Student Data Privacy Issues Adults Should Be Aware Of","nprByline":"Anya Kamenetz","nprStoryId":"393399168","nprApiLink":"http://api.npr.org/query?id=393399168&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2015/03/23/393399168/in-congress-new-attention-to-student-privacy-fears?ft=nprml&f=393399168","nprRetrievedStory":"1","nprPubDate":"Tue, 24 Mar 2015 10:30:00 -0400","nprStoryDate":"Mon, 23 Mar 2015 16:20:00 -0400","nprLastModifiedDate":"Tue, 24 Mar 2015 10:30:37 -0400","path":"/mindshift/39845/four-student-data-privacy-issues-adults-should-be-aware-of","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39846\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/four-student-data-privacy-issues-adults-should-be-aware-of/student-data-privacy/\" rel=\"attachment wp-att-39846\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/student-data-security-a68dcebb859a895479da51b0759e8ba3294a9fc0-e1427221452719.jpg\" alt=\"LA Johnson/NPR\" width=\"640\" height=\"1080\" class=\"size-full wp-image-39846\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">LA Johnson/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz, \u003ca href=\"http://www.npr.org/blogs/ed/2015/03/23/393399168/in-congress-new-attention-to-student-privacy-fears\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Several efforts in Washington are converging on the sensitive question of how best to safeguard the information software programs are gathering on students.\u003c/p>\n\u003cp>A proposed Student Digital Privacy and Parental Rights Act of 2015 is circulating in draft form. It has bipartisan sponsorship from Democratic Rep. Jared S. Polis of Colorado and Republican Rep. Luke Messer of Indiana.\u003c/p>\n\u003cp>Drafted with \u003ca href=\"https://www.whitehouse.gov/the-press-office/2015/01/12/fact-sheet-safeguarding-american-consumers-families\">White House\u003c/a> input, the bill joins a previous \u003ca href=\"http://www.markey.senate.gov/news/press-releases/markey-hatch-release-discussion-draft-of-legislation-addressing-student-privacy\">Senate proposal,\u003c/a> plus much \u003ca href=\"http://dataqualitycampaign.org/files/Privacy%20Legislation_Summary.pdf\">action on the state level\u003c/a>, from \u003ca href=\"http://www.ed.gov/news/press-releases/department-releases-new-guidance-protecting-student-privacy-while-using-online-educational-services\">regulators,\u003c/a> and \u003ca href=\"https://www.whitehouse.gov/sites/default/files/image/signatories_consumer_protection.pdf\">from industry\u003c/a> and \u003ca href=\"http://studentdataprinciples.org/the-principleshttp://studentdataprinciples.org/principles-supporters/\">other\u003c/a> \u003ca href=\"http://studentdataprinciples.org/principles-supporters/\">sector leaders\u003c/a>.\u003c/p>\n\u003cp>Consumer groups like Common Sense Media and companies like Microsoft have spoken positively of the bill.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But some student-privacy advocates are saying it doesn't go far enough in restricting what private companies can do with student data.\u003c/p>\n\u003cp>\"It is a start to try to get at a very complex issue,\" says Elana Zeide, an expert on student privacy at the Information Law Institute of New York University, who saw an earlier draft of the bill. \"But it's not going to satisfy a lot of parent advocates, because it leaves a lot of discretion to schools and companies.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Mike Goldstein, who works with education clients at the law firm Cooley, says there's been an \"explosion\" of interest in privacy issues over the past five years. Technological advances have schools and universities outsourcing many more basic functions than in years past. Everything from grade books to tests to entire academic programs, he adds, is being handled by third-party, for-profit providers.\u003c/p>\n\u003cp>And these providers are capturing far more than names, addresses and end-of-term grades. In some cases, large amounts of student work, and literally millions of tiny interactions, are collected and stored in the cloud. Think of all the edits on a school paper written in Google Docs. Or all the interactions a student has with a Khan Academy math program.\u003c/p>\n\u003cp>The major federal student privacy law on the books, \u003ca href=\"http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">FERPA\u003c/a>, doesn't have much to say about this avalanche of data. That's because it deals mainly with the security of basic demographic information collected and held by schools themselves. \"There's been a shift in focus in terms of privacy laws and regulations affecting both schools and colleges — from a focus on what the schools do, to what providers do,\" says Goldstein.\u003c/p>\n\u003cp>To understand this issue, Goldstein and Zeide say, it's important to separate out several distinct, but related, concerns that fall under the broad umbrella of student privacy.\u003c/p>\n\u003cp>\u003cstrong>1. Security. \u003c/strong>My child's information will be stolen and misused by hackers. She will be a victim of identity theft or her information will be exposed in an accidental data breach.\u003c/p>\n\u003cp>Setting rules about how long data can be stored, and who can access the information, helps security. The draft House bill contains some broad security provisions, but security, says Zeide, is also determined by good training and protocols, not just regulation.\u003c/p>\n\u003cp>\u003cstrong>2. Transparency.\u003c/strong> My child's information is being collected, circulated, stored and shared, but I don't know where or by whom or why. I won't be informed if there's a data breach.\u003c/p>\n\u003cp>This bill includes some provisions on disclosure and parental notification.\u003c/p>\n\u003cp>\u003cstrong>3. Commercialization.\u003c/strong> My child's information will be used to target online advertising or otherwise exploited for commercial gain. My child will be marketed to while she's doing her homework — or her homework will be used to sell things to other students.\u003c/p>\n\u003cp>This is where the House bill focuses. It would prohibit the sale of student information and the targeting of advertising based on a profile of a student assembled over time. It contains an exception, though, meant for companies like The College Board, which sells information on students who take the SAT to colleges, which is then used to target scholarship offers.\u003c/p>\n\u003cp>\u003cstrong>4. Reputation. \u003c/strong>My child's information will be \"out there,\" discoverable in the ether somewhere. Her youthful mistakes and foibles, her low-income or English-language-learner status will follow her around. One day, her \"permanent record\" could limit her options.\u003c/p>\n\u003cp>These \"reputational\" issues are much more complicated than the rest. They cover not only privacy, as it's been discussed here, but related situations, like the recent reports of Pearson's monitoring public posts on social media for mentions of the PARCC test by students. One day, student data could start to wield reputational power similar to what a bad credit record does for adults: It could limit your ability to get a job, not just your access to credit.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"There's a whole other set of more difficult, deeply troubling concerns about the use of information for educational purposes,\" that aren't addressed in the new bill -\u003cem>- \u003c/em>or in most of the proposals out there, Zeide says. \"There are harms that can happen regardless of intent.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+Congress%2C+New+Attention+To+Student-Privacy+Fears&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39845/four-student-data-privacy-issues-adults-should-be-aware-of","authors":["byline_mindshift_39845"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_117","mindshift_632"],"featImg":"mindshift_39846","label":"mindshift"},"mindshift_36241":{"type":"posts","id":"mindshift_36241","meta":{"index":"posts_1591205157","site":"mindshift","id":"36241","score":null,"sort":[1402596276000]},"guestAuthors":[],"slug":"can-parents-protect-their-kids-school-collected-data","title":"Can Parents Protect Their Kids' School-Collected Data?","publishDate":1402596276,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36256\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36256\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671.jpg\" alt=\"Katie Hiscock\" width=\"640\" height=\"355\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671-400x222.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671-320x178.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Katie Hiscock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Gone are the days when parents could tuck all their children’s homework in a drawer or rest assured that their child’s complete records were under lock and key, on paper, in the school’s main office. For the past few years, most American public schools have been moving student records online and many teachers have been assigning homework online. Children are logging on to school assignments in class, at home and on the go, generating a deluge of data.\u003c/p>\n\u003cp>With all this accumulation of data comes a \u003ca href=\"http://www.politico.com/story/2014/06/internet-data-mining-children-107461.html\" target=\"_blank\">distinct feeling of consternation\u003c/a> on the part of some parents. The thought of losing control of a child’s personal information can be unnerving. Arielle Piastunovich, a social worker in San Francisco is concerned her kids’ data could be captured by a marketer or a predator, although the chances of the latter have proven to be almost negligible. “It’s a scary thought,” she says. “As a parent you want to protect your kids and make them safe in the world, and the world gets less and less safe.”\u003c/p>\n\u003cp>But some parents who work in the tech industry have more comfort with the idea of online data. “There is no problem aside from us adults having a very old-fashioned perspective on our privacy,” says Tomo Moriwaki, a father and video game developer in Los Angeles. “The most sinister thing they can try and do is profit from the information. Even spying on our kids because they might be terrorists is no big deal to me, aside from how much a waste of time and effort it represents.”\u003c/p>\n\u003cp>It’s futile to try and keep track of student data according to Simon Jones, a father of three and a marketer in Burlingame, Calif. “Privacy efforts are sort of like TSA agents. They make you feel better but you can’t protect your privacy in today’s world.” Jones finds comfort in believing that everyone is being tracked somehow and, “if it’s everybody, it’s nobody, you disappear into an ocean of names and numbers.” He says he doesn’t worry about privacy, because he believes there’s nothing he can do about it.\u003c/p>\n\u003ch3>\u003cstrong>Laws Protecting Student Data\u003c/strong>\u003c/h3>\n\u003cp>Not everyone is resigned to handing over student data to the wilds and will of the internet. “Privacy rules may well be the seatbelts of this generation,” said Arne Duncan in a \u003ca href=\"http://www.ed.gov/news/speeches/technology-education-privacy-and-progress\">recent speech\u003c/a> on privacy. The Data Quality Campaign found that 80 student-data-privacy bills have been considered in 32 states in 2014 alone. In addition to the state laws under consideration, there are at least three federal laws already on the books designed to protect student data, FERPA, PPRA and COPPA.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The 1974 \u003ca href=\"http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">Family Educational Rights and Privacy Act\u003c/a> or FERPA, mandates that schools must keep educational records confidential and that student data can only be used for educational purposes. Using student data to sell or market products is prohibited. But there is an exception: schools can share “personally identifiable” student information with a contracted third party, for example, an educational software company, provided that information is only used for the purpose the school requested.\u003c/p>\n\u003cp>[contextly_sidebar id=\"d627ac8dc5dd4ebfce512214deecb03c\"]\u003c/p>\n\u003cp>Another statute, the \u003ca href=\"http://ptac.ed.gov/sites/default/files/Student%20Privacy%20and%20Online%20Educational%20Services%20%28February%202014%29.pdf\">Protection Pupil Rights Amendment\u003c/a> or PPRA deals directly with sharing K-12 student data for marketing purposes. Under this amendment, “a school district must, with exceptions, directly notify parents of students who are scheduled to participate in activities involving the collection, disclosure, or use of personal information collected from students for marketing purposes, or to sell or otherwise provide that information to others for marketing purposes, and to give parents the opportunity to opt-out of these activities.”\u003c/p>\n\u003cp>Neither FERPA nor the PPRA is airtight. According to the Department of Education “student information collected or maintained as part of an online educational service may be protected under FERPA, under PPRA, under both statutes, or not protected by either. Which statute applies depends on the content of the information, how it is collected or disclosed, and the purposes for which it is used.”\u003c/p>\n\u003cp>Finally, the Children’s Online Privacy Protection Act or \u003ca href=\"http://www.business.ftc.gov/documents/0493-Complying-with-COPPA-Frequently-Asked-Questions\">COPPA \u003c/a>is directed at operators of websites or online services directed at children under 13. Under COPPA, these operators have to get verifiable parental consent before collecting or using the personal information about children under 13. Under some circumstances, schools can act as a parent’s agent and consent to the collection of kids’ information, as long as that information is used for educational, not commercial purposes.\u003c/p>\n\u003cp>“Federal law provides only some of the guard rails for data and privacy practice. Much of the control over these issues lies in the policies of states and districts,” Duncan said.\u003c/p>\n\u003ch3>\u003cstrong>How Parents Can Protect Their Child’s Data\u003c/strong>\u003c/h3>\n\u003cp>Parents can play a significant role in protecting their kids’ information. Kathleen Styles, Chief Privacy Officer at the U.S. Dept. of Education, says parents must educate kids about where they share their information online. “Our children are now citizens in an online world, and conversations about privacy need to happen in schools but they need to happen at home as well,” Styles says.\u003c/p>\n\u003cp>Joni Lupovitz of Common Sense Media takes a more aggressive approach, advocating for careful parent scrutiny of a child’s online activity. “There’s no substitute for P-O-S. Parent Over Shoulder,” Lupovitz says. \u003ca href=\"https://www.commonsensemedia.org/school-privacy-zone\">Common Sense Media\u003c/a> has created a list of principles governing student privacy.\u003c/p>\n\u003cp>At school, parents concerned about privacy are encouraged to ask administrators how they’re collecting, storing and sharing data. “Make sure schools have self-awareness,” Styles says. “I would be looking for the currency of the privacy policy, evidence that the district is aware of what kind of data the schools and district are capturing and evidence that the data is classified by sensitivity -- that more sensitive data is being protected in a more stringent fashion.”\u003c/p>\n\u003cp>While some privacy advocates call for more intense policing of adults who deal with student data, Richard Culatta, Director of the Office of Educational Technology takes a more moderate approach. “I think it’s really important to ask good questions – but we need to be careful that we don’t get swayed by hype.” He adds, “I wouldn’t expect every parent to understand what 'encryption at rest' means… I think the question is, do they trust their schools? Is the school providing evidence that they are being stewards of data?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If the school can show that it’s being responsible with data, then Culatta says parents can focus on leveraging student data to improve their child’s education.\u003c/p>\n\n","blocks":[],"excerpt":"Parents can take action in protecting their children's data, but it takes work and an understanding of the complicated landscape.","status":"publish","parent":0,"modified":1402596341,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1163},"headData":{"title":"Can Parents Protect Their Kids' School-Collected Data? | KQED","description":"Parents can take action in protecting their children's data, but it takes work and an understanding of the complicated landscape.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Parents Protect Their Kids' School-Collected Data?","datePublished":"2014-06-12T18:04:36.000Z","dateModified":"2014-06-12T18:05:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36241 http://blogs.kqed.org/mindshift/?p=36241","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/12/can-parents-protect-their-kids-school-collected-data/","disqusTitle":"Can Parents Protect Their Kids' School-Collected Data?","path":"/mindshift/36241/can-parents-protect-their-kids-school-collected-data","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36256\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36256\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671.jpg\" alt=\"Katie Hiscock\" width=\"640\" height=\"355\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671-400x222.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671-320x178.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Katie Hiscock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Gone are the days when parents could tuck all their children’s homework in a drawer or rest assured that their child’s complete records were under lock and key, on paper, in the school’s main office. For the past few years, most American public schools have been moving student records online and many teachers have been assigning homework online. Children are logging on to school assignments in class, at home and on the go, generating a deluge of data.\u003c/p>\n\u003cp>With all this accumulation of data comes a \u003ca href=\"http://www.politico.com/story/2014/06/internet-data-mining-children-107461.html\" target=\"_blank\">distinct feeling of consternation\u003c/a> on the part of some parents. The thought of losing control of a child’s personal information can be unnerving. Arielle Piastunovich, a social worker in San Francisco is concerned her kids’ data could be captured by a marketer or a predator, although the chances of the latter have proven to be almost negligible. “It’s a scary thought,” she says. “As a parent you want to protect your kids and make them safe in the world, and the world gets less and less safe.”\u003c/p>\n\u003cp>But some parents who work in the tech industry have more comfort with the idea of online data. “There is no problem aside from us adults having a very old-fashioned perspective on our privacy,” says Tomo Moriwaki, a father and video game developer in Los Angeles. “The most sinister thing they can try and do is profit from the information. Even spying on our kids because they might be terrorists is no big deal to me, aside from how much a waste of time and effort it represents.”\u003c/p>\n\u003cp>It’s futile to try and keep track of student data according to Simon Jones, a father of three and a marketer in Burlingame, Calif. “Privacy efforts are sort of like TSA agents. They make you feel better but you can’t protect your privacy in today’s world.” Jones finds comfort in believing that everyone is being tracked somehow and, “if it’s everybody, it’s nobody, you disappear into an ocean of names and numbers.” He says he doesn’t worry about privacy, because he believes there’s nothing he can do about it.\u003c/p>\n\u003ch3>\u003cstrong>Laws Protecting Student Data\u003c/strong>\u003c/h3>\n\u003cp>Not everyone is resigned to handing over student data to the wilds and will of the internet. “Privacy rules may well be the seatbelts of this generation,” said Arne Duncan in a \u003ca href=\"http://www.ed.gov/news/speeches/technology-education-privacy-and-progress\">recent speech\u003c/a> on privacy. The Data Quality Campaign found that 80 student-data-privacy bills have been considered in 32 states in 2014 alone. In addition to the state laws under consideration, there are at least three federal laws already on the books designed to protect student data, FERPA, PPRA and COPPA.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The 1974 \u003ca href=\"http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">Family Educational Rights and Privacy Act\u003c/a> or FERPA, mandates that schools must keep educational records confidential and that student data can only be used for educational purposes. Using student data to sell or market products is prohibited. But there is an exception: schools can share “personally identifiable” student information with a contracted third party, for example, an educational software company, provided that information is only used for the purpose the school requested.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Another statute, the \u003ca href=\"http://ptac.ed.gov/sites/default/files/Student%20Privacy%20and%20Online%20Educational%20Services%20%28February%202014%29.pdf\">Protection Pupil Rights Amendment\u003c/a> or PPRA deals directly with sharing K-12 student data for marketing purposes. Under this amendment, “a school district must, with exceptions, directly notify parents of students who are scheduled to participate in activities involving the collection, disclosure, or use of personal information collected from students for marketing purposes, or to sell or otherwise provide that information to others for marketing purposes, and to give parents the opportunity to opt-out of these activities.”\u003c/p>\n\u003cp>Neither FERPA nor the PPRA is airtight. According to the Department of Education “student information collected or maintained as part of an online educational service may be protected under FERPA, under PPRA, under both statutes, or not protected by either. Which statute applies depends on the content of the information, how it is collected or disclosed, and the purposes for which it is used.”\u003c/p>\n\u003cp>Finally, the Children’s Online Privacy Protection Act or \u003ca href=\"http://www.business.ftc.gov/documents/0493-Complying-with-COPPA-Frequently-Asked-Questions\">COPPA \u003c/a>is directed at operators of websites or online services directed at children under 13. Under COPPA, these operators have to get verifiable parental consent before collecting or using the personal information about children under 13. Under some circumstances, schools can act as a parent’s agent and consent to the collection of kids’ information, as long as that information is used for educational, not commercial purposes.\u003c/p>\n\u003cp>“Federal law provides only some of the guard rails for data and privacy practice. Much of the control over these issues lies in the policies of states and districts,” Duncan said.\u003c/p>\n\u003ch3>\u003cstrong>How Parents Can Protect Their Child’s Data\u003c/strong>\u003c/h3>\n\u003cp>Parents can play a significant role in protecting their kids’ information. Kathleen Styles, Chief Privacy Officer at the U.S. Dept. of Education, says parents must educate kids about where they share their information online. “Our children are now citizens in an online world, and conversations about privacy need to happen in schools but they need to happen at home as well,” Styles says.\u003c/p>\n\u003cp>Joni Lupovitz of Common Sense Media takes a more aggressive approach, advocating for careful parent scrutiny of a child’s online activity. “There’s no substitute for P-O-S. Parent Over Shoulder,” Lupovitz says. \u003ca href=\"https://www.commonsensemedia.org/school-privacy-zone\">Common Sense Media\u003c/a> has created a list of principles governing student privacy.\u003c/p>\n\u003cp>At school, parents concerned about privacy are encouraged to ask administrators how they’re collecting, storing and sharing data. “Make sure schools have self-awareness,” Styles says. “I would be looking for the currency of the privacy policy, evidence that the district is aware of what kind of data the schools and district are capturing and evidence that the data is classified by sensitivity -- that more sensitive data is being protected in a more stringent fashion.”\u003c/p>\n\u003cp>While some privacy advocates call for more intense policing of adults who deal with student data, Richard Culatta, Director of the Office of Educational Technology takes a more moderate approach. “I think it’s really important to ask good questions – but we need to be careful that we don’t get swayed by hype.” He adds, “I wouldn’t expect every parent to understand what 'encryption at rest' means… I think the question is, do they trust their schools? Is the school providing evidence that they are being stewards of data?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If the school can show that it’s being responsible with data, then Culatta says parents can focus on leveraging student data to improve their child’s education.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36241/can-parents-protect-their-kids-school-collected-data","authors":["226"],"categories":["mindshift_195"],"tags":["mindshift_631","mindshift_1040","mindshift_632"],"label":"mindshift"},"mindshift_36037":{"type":"posts","id":"mindshift_36037","meta":{"index":"posts_1591205157","site":"mindshift","id":"36037","score":null,"sort":[1402408851000]},"guestAuthors":[],"slug":"whats-the-danger-of-flagging-at-risk-kids-early-on","title":"The Payoffs and Pitfalls of Flagging 'At-Risk' Kids in Early Grades","publishDate":1402408851,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36038\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dropout-data.jpg\">\u003cimg class=\"size-full wp-image-36038\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dropout-data.jpg\" alt=\"A seventh grade teacher at Clinton Middle School in Los Angeles looks at Early Warning Indicator data during a morning meeting. (Alyson Bryant/Youth Radio)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/dropout-data.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dropout-data-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dropout-data-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A seventh-grade teacher at Clinton Middle School in Los Angeles looks at Early Warning Indicator data during a morning meeting. (Alyson Bryant/Youth Radio)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Alyson Bryant, \u003ca href=\"https://youthradio.org/\" target=\"_blank\">Youth Radio\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Long before students have even entered ninth grade, teachers are looking to detailed data to figure out which kids are most likely to drop out of high school. Though this flagging system can call attention to a need for additional help to a potential dropout, there may be concerns, like inaccurate predictions, or worse, lowered expectations.\u003c/p>\n\u003cp>At \u003ca href=\"http://www.clintonmiddleschool.org/\" target=\"_blank\">Clinton Middle School\u003c/a> in East Los Angeles, teachers are using a system called Early Warning Indicators, or EWI, which is part of a school transformation program called \u003ca href=\"http://diplomasnow.org/\" target=\"_blank\">Diplomas Now,\u003c/a> currently used in 14 cities around the country. The system is based on recent research out of Johns Hopkins University that shows what specific factors best predict the likelihood of dropping out of high school. The warning system uses three data points – suspensions or behavior, attendance, and grades in middle school -- to identify kids at risk of not making it to high school graduation. According to an \u003ca href=\"http://opinionator.blogs.nytimes.com/2014/06/07/stop-holding-us-back/?_php=true&_type=blogs&_php=true&_type=blogs&ref=todayspaper&_r=1&\" target=\"_blank\">op-ed written by Diplomas Now in the New York Times\u003c/a>, in the 2012-13 school year, \"the program achieved a 41 percent reduction in chronically absent students, a 70 percent reduction in suspended students, a 69 percent reduction in students failing English and a 52 percent reduction in students failing math.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"00ff909ebab23d051fcecc4a3ed1469e\"]\u003c/p>\n\u003cp>Here’s how it works: After reviewing the trends, the teachers examine students’ names that are colored red or yellow, considered off-track or in danger of being off-track. At Clinton, signs of being off-track include coming to school less than 85 percent of the time, getting a bad behavior grade, or an F in any class. Students who show two or more of these signs are flagged.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The teachers then discuss the circumstances around each student, things like how often he or she visits the nurse, or what’s going on in the family. Then they brainstorm interventions. These can be simple, like saving an extra breakfast for a student, or more involved, like assigning tutoring or Saturday school.\u003c/p>\n\u003cp>Though teachers have always kept students’ needs in mind when grades have dipped or behavior has changed, typically those decisions were made within the teacher’s own classroom. Teachers don’t always know what’s going on in the classroom next door, and it’s fairly rare to have time carved out of the school day just to problem-solve around student data. Likewise, students often don’t realize that teachers are paying attention to their personal lives.\u003c/p>\n\u003cp>At Clinton, a student doing poorly in math class is every teacher’s problem, because that student is considered more likely to drop out. The faculty meets every month, hoping that within a month, they can bump a student back on-track -- a process they call “recovery.”\u003c/p>\n\u003cp>But does being off-track definitely mean that a student will drop out? The kids interviewed at Clinton are in seventh grade and only 12 years old. Can data accurately predict if one of them is going to drop out of high school five years down the line?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"What if what’s the cure for under-performance in middle school becomes a disease when they move on to college, because they’ve been told they can’t do it on their own?”\u003c/aside>\n\u003cp>That’s a question Chris West is wrestling with, based on his work developing an Early Warning Indicator system for Montgomery County Schools in Maryland. His system flagged “at-risk” students as young as first grade. One of his concerns is whether all this information can even be acted upon. He found that 76 percent of the students who dropped out had these warning indicators, but 47.4 percent of the non-dropouts had these indicators, too. What’s the risk of “mis-predicting”?\u003c/p>\n\u003cp>Ultimately, West said if you identify someone incorrectly, but they still show signs of disengagement, the effects of intervening could still be positive.\u003c/p>\n\u003cp>There’s another concern about these early flagging systems. What if knowing that certain kids are on the “at-risk” list colors the way teachers see them, and they start to expect less? Or what if the students start to expect less of themselves?\u003c/p>\n\u003cp>\u003ca href=\"http://www.utexas.edu/cola/centers/prc/directory/faculty/yeagerds\" target=\"_blank\">David Yeager\u003c/a>, an adolescent psychologist at the University of Texas, worries that early warning systems could undermine a student’s resilience. “What if what’s the cure for under-performance in middle school becomes a disease when they move on to college, because they’ve been told they can’t do it on their own?” he said.\u003c/p>\n\u003cfigure id=\"attachment_36043\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/clinton.jpeg\">\u003cimg class=\"size-medium wp-image-36043\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/clinton-300x200.jpeg\" alt=\"Seventh grade teachers gather at 8 a.m. to look at attendance, behavior, and course performance data for their students. (Alyson Bryant/Youth Radio)\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Seventh grade teachers gather at 8 a.m. to look at attendance, behavior, and course performance data for their students. (Alyson Bryant/Youth Radio)\u003c/figcaption>\u003c/figure>\n\u003cp>At Clinton, the students don’t necessarily know that they’ve been flagged. Principal Sissi O’Reilly said that her staff never uses the term “at-risk” to describe students. And because the teachers are intervening as soon as a student slips up, the interventions themselves can be small. “I’m not putting out fires, going around trying to solve problems. I’m supporting the system that supports individual kids,” said O’Reilly.\u003c/p>\n\u003cp>But English teacher Jason Black says he thinks it is okay to tell students outright if they’re being targeted. “I think that actually makes them feel good, knowing they have a team behind them, knowing that they have a lot of people they will let down,” said Black.\u003c/p>\n\u003cp>Eighth-grader Gabby said that she appreciated the intervention, because she already knew she was messing up. “My math teacher, she came to talk to me, she pulled me out individually and told me about my grades and she said English needs to be better… Then my history teacher pulled me out as well, so I knew that they really cared,” said Gabby.\u003c/p>\n\u003cp>And teachers end up grading themselves too, using the data trends to set goals for their own classrooms.\u003c/p>\n\u003cp>Creating the structure for this kind of data-driven attention doesn’t come cheap. There are almost as many support staff at Clinton as there are teachers, to provide wrap-around services, according to the principal.\u003c/p>\n\u003cp>Gabby went from an F to a B in English. But what happens when Gabby graduates from Clinton, and this strong support network disappears? For Andrea Schwartz who crunches the data at Clinton, that’s her biggest concern. “It keeps me up at night... How do we build up these kids so that they have a solid enough foundation that they can go on and progress?”\u003c/p>\n\u003cp>Outside of the Clinton campus, early warning data are collected on students throughout the Los Angeles School District. But according to Cynthia Lim at the Office of Data and Accountability, other schools don’t have the human capital to help teachers analyze and respond to that data consistently.\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-36186 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/logo-e1402352439180-140x65.jpg\" alt=\"logo\" width=\"140\" height=\"65\">\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This piece was produced by \u003ca href=\"https://youthradio.org/\" target=\"_blank\">Youth Radio\u003c/a>, in collaboration with Voicewaves Youth Media. Additional reporting by Robyn Gee / Youth Radio. Edited by Elisabeth Soep.\u003cbr>\n\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"To help kids graduate from high school, educators may need to start looking data as early as middle school.","status":"publish","parent":0,"modified":1423076371,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1233},"headData":{"title":"The Payoffs and Pitfalls of Flagging 'At-Risk' Kids in Early Grades | KQED","description":"To help kids graduate from high school, educators may need to start looking data as early as middle school.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Payoffs and Pitfalls of Flagging 'At-Risk' Kids in Early Grades","datePublished":"2014-06-10T14:00:51.000Z","dateModified":"2015-02-04T18:59:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36037 http://blogs.kqed.org/mindshift/?p=36037","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/10/whats-the-danger-of-flagging-at-risk-kids-early-on/","disqusTitle":"The Payoffs and Pitfalls of Flagging 'At-Risk' Kids in Early Grades","path":"/mindshift/36037/whats-the-danger-of-flagging-at-risk-kids-early-on","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36038\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dropout-data.jpg\">\u003cimg class=\"size-full wp-image-36038\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dropout-data.jpg\" alt=\"A seventh grade teacher at Clinton Middle School in Los Angeles looks at Early Warning Indicator data during a morning meeting. (Alyson Bryant/Youth Radio)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/dropout-data.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dropout-data-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dropout-data-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A seventh-grade teacher at Clinton Middle School in Los Angeles looks at Early Warning Indicator data during a morning meeting. (Alyson Bryant/Youth Radio)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Alyson Bryant, \u003ca href=\"https://youthradio.org/\" target=\"_blank\">Youth Radio\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Long before students have even entered ninth grade, teachers are looking to detailed data to figure out which kids are most likely to drop out of high school. Though this flagging system can call attention to a need for additional help to a potential dropout, there may be concerns, like inaccurate predictions, or worse, lowered expectations.\u003c/p>\n\u003cp>At \u003ca href=\"http://www.clintonmiddleschool.org/\" target=\"_blank\">Clinton Middle School\u003c/a> in East Los Angeles, teachers are using a system called Early Warning Indicators, or EWI, which is part of a school transformation program called \u003ca href=\"http://diplomasnow.org/\" target=\"_blank\">Diplomas Now,\u003c/a> currently used in 14 cities around the country. The system is based on recent research out of Johns Hopkins University that shows what specific factors best predict the likelihood of dropping out of high school. The warning system uses three data points – suspensions or behavior, attendance, and grades in middle school -- to identify kids at risk of not making it to high school graduation. According to an \u003ca href=\"http://opinionator.blogs.nytimes.com/2014/06/07/stop-holding-us-back/?_php=true&_type=blogs&_php=true&_type=blogs&ref=todayspaper&_r=1&\" target=\"_blank\">op-ed written by Diplomas Now in the New York Times\u003c/a>, in the 2012-13 school year, \"the program achieved a 41 percent reduction in chronically absent students, a 70 percent reduction in suspended students, a 69 percent reduction in students failing English and a 52 percent reduction in students failing math.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Here’s how it works: After reviewing the trends, the teachers examine students’ names that are colored red or yellow, considered off-track or in danger of being off-track. At Clinton, signs of being off-track include coming to school less than 85 percent of the time, getting a bad behavior grade, or an F in any class. Students who show two or more of these signs are flagged.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The teachers then discuss the circumstances around each student, things like how often he or she visits the nurse, or what’s going on in the family. Then they brainstorm interventions. These can be simple, like saving an extra breakfast for a student, or more involved, like assigning tutoring or Saturday school.\u003c/p>\n\u003cp>Though teachers have always kept students’ needs in mind when grades have dipped or behavior has changed, typically those decisions were made within the teacher’s own classroom. Teachers don’t always know what’s going on in the classroom next door, and it’s fairly rare to have time carved out of the school day just to problem-solve around student data. Likewise, students often don’t realize that teachers are paying attention to their personal lives.\u003c/p>\n\u003cp>At Clinton, a student doing poorly in math class is every teacher’s problem, because that student is considered more likely to drop out. The faculty meets every month, hoping that within a month, they can bump a student back on-track -- a process they call “recovery.”\u003c/p>\n\u003cp>But does being off-track definitely mean that a student will drop out? The kids interviewed at Clinton are in seventh grade and only 12 years old. Can data accurately predict if one of them is going to drop out of high school five years down the line?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"What if what’s the cure for under-performance in middle school becomes a disease when they move on to college, because they’ve been told they can’t do it on their own?”\u003c/aside>\n\u003cp>That’s a question Chris West is wrestling with, based on his work developing an Early Warning Indicator system for Montgomery County Schools in Maryland. His system flagged “at-risk” students as young as first grade. One of his concerns is whether all this information can even be acted upon. He found that 76 percent of the students who dropped out had these warning indicators, but 47.4 percent of the non-dropouts had these indicators, too. What’s the risk of “mis-predicting”?\u003c/p>\n\u003cp>Ultimately, West said if you identify someone incorrectly, but they still show signs of disengagement, the effects of intervening could still be positive.\u003c/p>\n\u003cp>There’s another concern about these early flagging systems. What if knowing that certain kids are on the “at-risk” list colors the way teachers see them, and they start to expect less? Or what if the students start to expect less of themselves?\u003c/p>\n\u003cp>\u003ca href=\"http://www.utexas.edu/cola/centers/prc/directory/faculty/yeagerds\" target=\"_blank\">David Yeager\u003c/a>, an adolescent psychologist at the University of Texas, worries that early warning systems could undermine a student’s resilience. “What if what’s the cure for under-performance in middle school becomes a disease when they move on to college, because they’ve been told they can’t do it on their own?” he said.\u003c/p>\n\u003cfigure id=\"attachment_36043\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/clinton.jpeg\">\u003cimg class=\"size-medium wp-image-36043\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/clinton-300x200.jpeg\" alt=\"Seventh grade teachers gather at 8 a.m. to look at attendance, behavior, and course performance data for their students. (Alyson Bryant/Youth Radio)\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Seventh grade teachers gather at 8 a.m. to look at attendance, behavior, and course performance data for their students. (Alyson Bryant/Youth Radio)\u003c/figcaption>\u003c/figure>\n\u003cp>At Clinton, the students don’t necessarily know that they’ve been flagged. Principal Sissi O’Reilly said that her staff never uses the term “at-risk” to describe students. And because the teachers are intervening as soon as a student slips up, the interventions themselves can be small. “I’m not putting out fires, going around trying to solve problems. I’m supporting the system that supports individual kids,” said O’Reilly.\u003c/p>\n\u003cp>But English teacher Jason Black says he thinks it is okay to tell students outright if they’re being targeted. “I think that actually makes them feel good, knowing they have a team behind them, knowing that they have a lot of people they will let down,” said Black.\u003c/p>\n\u003cp>Eighth-grader Gabby said that she appreciated the intervention, because she already knew she was messing up. “My math teacher, she came to talk to me, she pulled me out individually and told me about my grades and she said English needs to be better… Then my history teacher pulled me out as well, so I knew that they really cared,” said Gabby.\u003c/p>\n\u003cp>And teachers end up grading themselves too, using the data trends to set goals for their own classrooms.\u003c/p>\n\u003cp>Creating the structure for this kind of data-driven attention doesn’t come cheap. There are almost as many support staff at Clinton as there are teachers, to provide wrap-around services, according to the principal.\u003c/p>\n\u003cp>Gabby went from an F to a B in English. But what happens when Gabby graduates from Clinton, and this strong support network disappears? For Andrea Schwartz who crunches the data at Clinton, that’s her biggest concern. “It keeps me up at night... How do we build up these kids so that they have a solid enough foundation that they can go on and progress?”\u003c/p>\n\u003cp>Outside of the Clinton campus, early warning data are collected on students throughout the Los Angeles School District. But according to Cynthia Lim at the Office of Data and Accountability, other schools don’t have the human capital to help teachers analyze and respond to that data consistently.\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-36186 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/logo-e1402352439180-140x65.jpg\" alt=\"logo\" width=\"140\" height=\"65\">\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This piece was produced by \u003ca href=\"https://youthradio.org/\" target=\"_blank\">Youth Radio\u003c/a>, in collaboration with Voicewaves Youth Media. Additional reporting by Robyn Gee / Youth Radio. Edited by Elisabeth Soep.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36037/whats-the-danger-of-flagging-at-risk-kids-early-on","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_631","mindshift_196","mindshift_1040","mindshift_632"],"featImg":"mindshift_36038","label":"mindshift"},"mindshift_35439":{"type":"posts","id":"mindshift_35439","meta":{"index":"posts_1591205157","site":"mindshift","id":"35439","score":null,"sort":[1400769353000]},"guestAuthors":[],"slug":"whats-really-at-stake-untangling-issues-around-student-data-privacy","title":"What's Really At Stake? Untangling the Big Issues Around Student Data","publishDate":1400769353,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35776\" class=\"wp-caption aligncenter\" style=\"max-width: 531px\">\u003cimg class=\"size-full wp-image-35776\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/5749839627_d88a8ce537_z.jpg\" alt=\"CEA\" width=\"531\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z.jpg 531w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z-320x260.jpg 320w\" sizes=\"(max-width: 531px) 100vw, 531px\">\u003cfigcaption class=\"wp-caption-text\">CEA\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">As student data moves online, concerns from some parents and teachers are mounting around the safety of protecting the data from getting in the hands of corporations.\u003c/p>\n\u003cp>At the root of the angst surrounding the use of student data is a lack of trust and familiarity with how the data is collected, stored, shared, and protected. It’s a challenge to track this constantly expanding and changing landscape, as companies – each with their own set of privacy policies -- vie for their share of the \u003ca href=\"http://siia.net/index.php?option=com_content&view=article&id=1627:siia-estimates-79-billion-us-market-for-educational-software-and-digital-content&catid=62:press-room-overview&Itemid=1672\">$8 billion ed-tech market\u003c/a>.\u003c/p>\n\u003cp>“There’s an enormous tidal wave of new applications being built for schools and for the first time, schools have tons of options for each little thing,” said Tyler Bosmeny, CEO of Clever, which provides software that works with students information systems.\u003c/p>\n\u003cp>The sole purpose and function of many educational application developers is to collect and analyze student data and assessments in order to help teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/has-the-holy-grail-of-adaptive-tech-been-discovered/\" target=\"_blank\">adapt curriculum to students' specific levels\u003c/a>. But fears of what will become of that data have led to a backlash against the companies collecting, storing and analyzing student data. In turn, policymakers have responded to these mounting concerns, introducing \u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/www.npr.org/blogs/alltechconsidered/2014/04/28/305715935/what-parents-need-to-know-about-big-data-and-student-privacy\">82 bills in 32 states\u003c/a> this year that address student privacy, according to the \u003ca href=\"http://www.dataqualitycampaign.org/\">Data Quality Campaign\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>How is Student Data Collected and Stored?\u003c/strong>\u003c/p>\n\u003cp>Parents often kick off their child’s electronic trail well before the first day of class. At some schools, parents register their child for school online, typing in their child’s name, address, birth date, schools, medical and behavioral history. This information (or parts of it), are often stored in a virtual folder next to other student’s registration in a Student Information System. Administrators can add attendance records to these files through integrated systems and teachers can upload test scores and scan in bubble sheets to complete the picture. Over the years, a child’s school life could be told in data points. The goal of keeping this data is build a profile that can help educators analyze the information and tailor teaching approaches to help the child learn and grow.\u003c/p>\n\u003cp>To keep all this growing data in one place, states created the \u003ca href=\"http://nces.ed.gov/programs/slds/about_SLDS.asp\">Statewide Longitudinal Data Systems \u003c/a>in 2005. (Read more about SLDS \u003ca href=\"http://www.npr.org/blogs/ed/2014/05/16/313117187/what-parents-need-to-know-about-big-data-and-student-privacy\" target=\"_blank\">here\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If a child is wrongly branded as a trouble maker in third grade and the profile follows him like the no-fly list – that’s a problem.”\u003c/aside>\n\u003cp>But the more data is collected, the harder it is for schools to keep track. Schools often find it’s cheaper and easier to have third party cloud providers like Google, Amazon and Microsoft store and maintain the student data on their servers than it is to own and operate a unique school district data center. In fact, 95 percent of schools and districts store their student information in the cloud, according \u003ca href=\"http://ir.lawnet.fordham.edu/cgi/viewcontent.cgi?article=1001&context=clip\">a recent study\u003c/a> on data privacy led by Professor Joel Reidenberg, director of the Center on Law and Information Policy at Fordham Law School.\u003c/p>\n\u003cp>It is this outsourcing of student data to third parties that puts privacy advocates on edge. In mid-April, privacy concerns grew so pronounced about inBloom – a non-profit corporation that was created to store and manage student data from a handful of states – that the group shut down as state after state pulled out of the massive project.\u003c/p>\n\u003cp>\u003cstrong>What Are the Fears?\u003c/strong>\u003c/p>\n\u003cp>Fears around how student data can be improperly used fall into a few categories: data marketers, data breaches and unshakable data trails.\u003c/p>\n\u003cp>In the same way that Google recommends products based on your web searches, marketers with access to student data could suggest items to children. \"You don’t want to see a student write four essays on baseball and then have a company try to sell him baseball tickets,” says Joni Lupovitz, of Common Sense Media.\u003c/p>\n\u003cp>A second area of concern stems from the potential for data breaches, which have already happened. \u003ca href=\"https://news.tn.gov/node/1238\">One breach in Tennessee\u003c/a> in 2009 inadvertently left 18,000 K-12 student names, addresses, birth dates and full Social Security numbers on an unsecured web server for four months. “Every major financial institution has had their banking information compromised,” Reidenberg said. “There’s no reason to believe children’s information will be more secure.”\u003c/p>\n\u003cp>Finally, there is the risk that student data, like a tattoo, will be hard to erase. \"If a child is wrongly branded as a trouble maker in third grade and the profile follows him like the no-fly list – that’s a problem,\" Reidenberg said.\u003c/p>\n\u003cp>But other education stakeholders hold a more tempered view. “There are a lot of misconceptions about storage of student data in the cloud,\" said Kathleen Styles, the Chief Privacy Officer at the U.S. Dept. of Education on \u003ca href=\"http://www.safegov.org/2013/4/18/interview-with-kathleen-styles,-chief-privacy-officer,-us-department-of-education\">a forum about cloud computing.\u003c/a> There’s nothing inherently more or less secure about cloud storage compared to traditional data storage – it all depends on the specific approach and the contract terms.”\u003c/p>\n\u003cp>\u003cstrong>How Is Student Data Protected?\u003c/strong>\u003c/p>\n\u003cp>Student data is protected under a variety of state and federal laws, but the \u003ca href=\"http://ptac.ed.gov/sites/default/files/Student%20Privacy%20and%20Online%20Educational%20Services%20%28February%202014%29.pdf\">Family Educational Rights and Privacy Act\u003c/a>, or FERPA is the most commonly cited. Under FERPA, student data can only be used for educational purposes and using student data to sell or market products is prohibited.\u003c/p>\n\u003cp>But FERPA’s protections get murky. For starters, FERPA allows schools to release records to other education officials without parental consent. Those education officials can be vendors, including for-profit cloud service providers that are under \"direct control\" of schools.\u003c/p>\n\u003cp>What’s more, Reidenberg argues FERPA applies only to schools receiving federal funding –- not to private companies. In his study, he found that “fewer than 7 percent of agreements between schools and developers restrict the sale or marketing of student information by vendors, and many agreements allow vendors to change the terms without notice.” And his study only explored cloud computing contracts, not contracts with the myriad educational software programs and learning applications in existence.\u003c/p>\n\u003cp>\u003cstrong>Selling Student Data Security\u003c/strong>\u003c/p>\n\u003cp>Some companies are conscious of the escalating concerns about privacy and are using security as a selling point. For example, Clever doesn’t even store student data, but has a policy of only making agreements with developers who are FERPA compliant. Clever software enables students to log onto multiple apps like eSpark Learning, DreamBox and Wowzers with just one username and password. “We created Clever to create some sanity in managing those applications and knowing which ones are FERPA compliant,” he says. “There are so many options to choose from that many schools don’t know where to start.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"e85ae72b5a6abb1bcf74755984434063\"]\u003c/p>\n\u003cp>Another company, Illuminate, which provides student information systems, data and analysis and other software goes to great lengths to build trust with schools. Illuminate reports that it encrypts every page, stores most of its data on its own servers (not the cloud), has round the clock security on staff and trains each employee in the federal law protecting student data. “To stay up on security, it takes full-time people every day to stay on top of what’s out there. If you’re in a school district and trying to manage that on your own, that’s a very difficult task,” said company’s CEO Lane Rankin.\u003c/p>\n\u003cp>Even with all the security precautions, Rankin, whose business is dependent on student data, believes the issue of privacy has been overblown to some extent.\u003c/p>\n\u003cp>\"Parents should be much more concerned about what’s going on with their bank, about all the stuff Google’s tracking every time you’re on the web, about your cell phone and what Verizon knows about your location and where you took your pictures,\" he said. \"But student data? That’s in a very secure location, controlled by the local school district, there for the purposes of helping more students, classrooms and schools. Because it’s very benign data, advertisers aren’t going to care about this data. They care about when you’re clicking around so they can sell you more stuff.\"\u003c/p>\n\u003cp>\u003cstrong>Setting Up Protocols\u003c/strong>\u003c/p>\n\u003cp>School administrators, the stewards of student data, must institute technical protections against the misuse of information. “It’s up to the school or district to set the proper balance of physical, technological and administrative controls to prevent unauthorized access,” the DOE's Styles said. This means administrators decide what information goes into the cloud or to an app, who has access to it, what password protections those with access need and how much encryption to require considering the sensitivity of the data.\u003c/p>\n\u003cp>Beyond the technical agreements, all stakeholders can push for specific privacy principles in the contract language between schools and vendors. Common Sense Media, which launched a\u003ca href=\"https://www.commonsensemedia.org/school-privacy-zone\"> School Privacy Zone Campaign,\u003c/a> suggests contracts with software companies explicitly prohibit developers from using the data for commercial purposes and only use data for educational purposes.\u003c/p>\n\u003cp>Both Common Sense Media and the \u003ca href=\"http://epic.org/%20\" target=\"_blank\">Electronic Privacy Information Center\u003c/a> recommend limits to the amount of data collected and the amount of time it can be stored. EPIC recommends \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/06/why-a-student-privacy-bill-of-rights-is-desperately-needed/\" target=\"_blank\">returning control of the data to the students\u003c/a>.\u003c/p>\n\u003cp>Parents and students should feel entitled to ask administrators how they’re collecting, storing and sharing data, says the DOE’s Styles. “Make sure schools have self-awareness,” says Styles. “I would be looking for the currency of the privacy policy, evidence that the district is aware of what kind of data the schools and district are capturing and evidence that the data is classified by sensitivity -- that more sensitive data is being protected in a more stringent fashion.”\u003c/p>\n\u003cp>While guiding privacy principles and careful contractual language are critical, schools and parents are hard-pressed to keep pace with the technically complex and rapidly changing educational landscape. Increasingly, districts are adding a new layer of protection to their systems. They’re hiring Chief Technology Officers to guide their technological engagement, so schools have a sophisticated player of their own keeping pace in the tech race.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"As student data moves online, concerns from some parents and teachers are mounting around the safety of protecting the data from getting in the hands of corporations.\r\n\r\n","status":"publish","parent":0,"modified":1401822160,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1731},"headData":{"title":"What's Really At Stake? Untangling the Big Issues Around Student Data | KQED","description":"As student data moves online, concerns from some parents and teachers are mounting around the safety of protecting the data from getting in the hands of corporations.\r\n\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's Really At Stake? Untangling the Big Issues Around Student Data","datePublished":"2014-05-22T14:35:53.000Z","dateModified":"2014-06-03T19:02:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"35439 http://blogs.kqed.org/mindshift/?p=35439","disqusUrl":"https://ww2.kqed.org/mindshift/2014/05/22/whats-really-at-stake-untangling-issues-around-student-data-privacy/","disqusTitle":"What's Really At Stake? Untangling the Big Issues Around Student Data","WpOldSlug":"whats-really-at-stake-untangling-issues-around-student-data","path":"/mindshift/35439/whats-really-at-stake-untangling-issues-around-student-data-privacy","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35776\" class=\"wp-caption aligncenter\" style=\"max-width: 531px\">\u003cimg class=\"size-full wp-image-35776\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/5749839627_d88a8ce537_z.jpg\" alt=\"CEA\" width=\"531\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z.jpg 531w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z-320x260.jpg 320w\" sizes=\"(max-width: 531px) 100vw, 531px\">\u003cfigcaption class=\"wp-caption-text\">CEA\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">As student data moves online, concerns from some parents and teachers are mounting around the safety of protecting the data from getting in the hands of corporations.\u003c/p>\n\u003cp>At the root of the angst surrounding the use of student data is a lack of trust and familiarity with how the data is collected, stored, shared, and protected. It’s a challenge to track this constantly expanding and changing landscape, as companies – each with their own set of privacy policies -- vie for their share of the \u003ca href=\"http://siia.net/index.php?option=com_content&view=article&id=1627:siia-estimates-79-billion-us-market-for-educational-software-and-digital-content&catid=62:press-room-overview&Itemid=1672\">$8 billion ed-tech market\u003c/a>.\u003c/p>\n\u003cp>“There’s an enormous tidal wave of new applications being built for schools and for the first time, schools have tons of options for each little thing,” said Tyler Bosmeny, CEO of Clever, which provides software that works with students information systems.\u003c/p>\n\u003cp>The sole purpose and function of many educational application developers is to collect and analyze student data and assessments in order to help teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/has-the-holy-grail-of-adaptive-tech-been-discovered/\" target=\"_blank\">adapt curriculum to students' specific levels\u003c/a>. But fears of what will become of that data have led to a backlash against the companies collecting, storing and analyzing student data. In turn, policymakers have responded to these mounting concerns, introducing \u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/www.npr.org/blogs/alltechconsidered/2014/04/28/305715935/what-parents-need-to-know-about-big-data-and-student-privacy\">82 bills in 32 states\u003c/a> this year that address student privacy, according to the \u003ca href=\"http://www.dataqualitycampaign.org/\">Data Quality Campaign\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>How is Student Data Collected and Stored?\u003c/strong>\u003c/p>\n\u003cp>Parents often kick off their child’s electronic trail well before the first day of class. At some schools, parents register their child for school online, typing in their child’s name, address, birth date, schools, medical and behavioral history. This information (or parts of it), are often stored in a virtual folder next to other student’s registration in a Student Information System. Administrators can add attendance records to these files through integrated systems and teachers can upload test scores and scan in bubble sheets to complete the picture. Over the years, a child’s school life could be told in data points. The goal of keeping this data is build a profile that can help educators analyze the information and tailor teaching approaches to help the child learn and grow.\u003c/p>\n\u003cp>To keep all this growing data in one place, states created the \u003ca href=\"http://nces.ed.gov/programs/slds/about_SLDS.asp\">Statewide Longitudinal Data Systems \u003c/a>in 2005. (Read more about SLDS \u003ca href=\"http://www.npr.org/blogs/ed/2014/05/16/313117187/what-parents-need-to-know-about-big-data-and-student-privacy\" target=\"_blank\">here\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If a child is wrongly branded as a trouble maker in third grade and the profile follows him like the no-fly list – that’s a problem.”\u003c/aside>\n\u003cp>But the more data is collected, the harder it is for schools to keep track. Schools often find it’s cheaper and easier to have third party cloud providers like Google, Amazon and Microsoft store and maintain the student data on their servers than it is to own and operate a unique school district data center. In fact, 95 percent of schools and districts store their student information in the cloud, according \u003ca href=\"http://ir.lawnet.fordham.edu/cgi/viewcontent.cgi?article=1001&context=clip\">a recent study\u003c/a> on data privacy led by Professor Joel Reidenberg, director of the Center on Law and Information Policy at Fordham Law School.\u003c/p>\n\u003cp>It is this outsourcing of student data to third parties that puts privacy advocates on edge. In mid-April, privacy concerns grew so pronounced about inBloom – a non-profit corporation that was created to store and manage student data from a handful of states – that the group shut down as state after state pulled out of the massive project.\u003c/p>\n\u003cp>\u003cstrong>What Are the Fears?\u003c/strong>\u003c/p>\n\u003cp>Fears around how student data can be improperly used fall into a few categories: data marketers, data breaches and unshakable data trails.\u003c/p>\n\u003cp>In the same way that Google recommends products based on your web searches, marketers with access to student data could suggest items to children. \"You don’t want to see a student write four essays on baseball and then have a company try to sell him baseball tickets,” says Joni Lupovitz, of Common Sense Media.\u003c/p>\n\u003cp>A second area of concern stems from the potential for data breaches, which have already happened. \u003ca href=\"https://news.tn.gov/node/1238\">One breach in Tennessee\u003c/a> in 2009 inadvertently left 18,000 K-12 student names, addresses, birth dates and full Social Security numbers on an unsecured web server for four months. “Every major financial institution has had their banking information compromised,” Reidenberg said. “There’s no reason to believe children’s information will be more secure.”\u003c/p>\n\u003cp>Finally, there is the risk that student data, like a tattoo, will be hard to erase. \"If a child is wrongly branded as a trouble maker in third grade and the profile follows him like the no-fly list – that’s a problem,\" Reidenberg said.\u003c/p>\n\u003cp>But other education stakeholders hold a more tempered view. “There are a lot of misconceptions about storage of student data in the cloud,\" said Kathleen Styles, the Chief Privacy Officer at the U.S. Dept. of Education on \u003ca href=\"http://www.safegov.org/2013/4/18/interview-with-kathleen-styles,-chief-privacy-officer,-us-department-of-education\">a forum about cloud computing.\u003c/a> There’s nothing inherently more or less secure about cloud storage compared to traditional data storage – it all depends on the specific approach and the contract terms.”\u003c/p>\n\u003cp>\u003cstrong>How Is Student Data Protected?\u003c/strong>\u003c/p>\n\u003cp>Student data is protected under a variety of state and federal laws, but the \u003ca href=\"http://ptac.ed.gov/sites/default/files/Student%20Privacy%20and%20Online%20Educational%20Services%20%28February%202014%29.pdf\">Family Educational Rights and Privacy Act\u003c/a>, or FERPA is the most commonly cited. Under FERPA, student data can only be used for educational purposes and using student data to sell or market products is prohibited.\u003c/p>\n\u003cp>But FERPA’s protections get murky. For starters, FERPA allows schools to release records to other education officials without parental consent. Those education officials can be vendors, including for-profit cloud service providers that are under \"direct control\" of schools.\u003c/p>\n\u003cp>What’s more, Reidenberg argues FERPA applies only to schools receiving federal funding –- not to private companies. In his study, he found that “fewer than 7 percent of agreements between schools and developers restrict the sale or marketing of student information by vendors, and many agreements allow vendors to change the terms without notice.” And his study only explored cloud computing contracts, not contracts with the myriad educational software programs and learning applications in existence.\u003c/p>\n\u003cp>\u003cstrong>Selling Student Data Security\u003c/strong>\u003c/p>\n\u003cp>Some companies are conscious of the escalating concerns about privacy and are using security as a selling point. For example, Clever doesn’t even store student data, but has a policy of only making agreements with developers who are FERPA compliant. Clever software enables students to log onto multiple apps like eSpark Learning, DreamBox and Wowzers with just one username and password. “We created Clever to create some sanity in managing those applications and knowing which ones are FERPA compliant,” he says. “There are so many options to choose from that many schools don’t know where to start.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Another company, Illuminate, which provides student information systems, data and analysis and other software goes to great lengths to build trust with schools. Illuminate reports that it encrypts every page, stores most of its data on its own servers (not the cloud), has round the clock security on staff and trains each employee in the federal law protecting student data. “To stay up on security, it takes full-time people every day to stay on top of what’s out there. If you’re in a school district and trying to manage that on your own, that’s a very difficult task,” said company’s CEO Lane Rankin.\u003c/p>\n\u003cp>Even with all the security precautions, Rankin, whose business is dependent on student data, believes the issue of privacy has been overblown to some extent.\u003c/p>\n\u003cp>\"Parents should be much more concerned about what’s going on with their bank, about all the stuff Google’s tracking every time you’re on the web, about your cell phone and what Verizon knows about your location and where you took your pictures,\" he said. \"But student data? That’s in a very secure location, controlled by the local school district, there for the purposes of helping more students, classrooms and schools. Because it’s very benign data, advertisers aren’t going to care about this data. They care about when you’re clicking around so they can sell you more stuff.\"\u003c/p>\n\u003cp>\u003cstrong>Setting Up Protocols\u003c/strong>\u003c/p>\n\u003cp>School administrators, the stewards of student data, must institute technical protections against the misuse of information. “It’s up to the school or district to set the proper balance of physical, technological and administrative controls to prevent unauthorized access,” the DOE's Styles said. This means administrators decide what information goes into the cloud or to an app, who has access to it, what password protections those with access need and how much encryption to require considering the sensitivity of the data.\u003c/p>\n\u003cp>Beyond the technical agreements, all stakeholders can push for specific privacy principles in the contract language between schools and vendors. Common Sense Media, which launched a\u003ca href=\"https://www.commonsensemedia.org/school-privacy-zone\"> School Privacy Zone Campaign,\u003c/a> suggests contracts with software companies explicitly prohibit developers from using the data for commercial purposes and only use data for educational purposes.\u003c/p>\n\u003cp>Both Common Sense Media and the \u003ca href=\"http://epic.org/%20\" target=\"_blank\">Electronic Privacy Information Center\u003c/a> recommend limits to the amount of data collected and the amount of time it can be stored. EPIC recommends \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/06/why-a-student-privacy-bill-of-rights-is-desperately-needed/\" target=\"_blank\">returning control of the data to the students\u003c/a>.\u003c/p>\n\u003cp>Parents and students should feel entitled to ask administrators how they’re collecting, storing and sharing data, says the DOE’s Styles. “Make sure schools have self-awareness,” says Styles. “I would be looking for the currency of the privacy policy, evidence that the district is aware of what kind of data the schools and district are capturing and evidence that the data is classified by sensitivity -- that more sensitive data is being protected in a more stringent fashion.”\u003c/p>\n\u003cp>While guiding privacy principles and careful contractual language are critical, schools and parents are hard-pressed to keep pace with the technically complex and rapidly changing educational landscape. Increasingly, districts are adding a new layer of protection to their systems. They’re hiring Chief Technology Officers to guide their technological engagement, so schools have a sophisticated player of their own keeping pace in the tech race.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35439/whats-really-at-stake-untangling-issues-around-student-data-privacy","authors":["226"],"categories":["mindshift_195"],"tags":["mindshift_631","mindshift_1040","mindshift_117","mindshift_632"],"label":"mindshift"},"mindshift_34838":{"type":"posts","id":"mindshift_34838","meta":{"index":"posts_1591205157","site":"mindshift","id":"34838","score":null,"sort":[1396530004000]},"guestAuthors":[],"slug":"what-will-happen-to-big-data-in-education","title":"What Will Happen to 'Big Data' In Education?","publishDate":1396530004,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34870\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34870\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/187786739-e1396502442777.jpg\" alt=\"187786739\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Yesterday, a $100 million startup lost its last customer. According to\u003ca href=\"http://www.politico.com/morningeducation/0414/morningeducation13487.html\" target=\"_blank\"> a Politico article\u003c/a>, the state of New York, i\u003ca href=\"https://www.inbloom.org/\" target=\"_blank\">nBloom\u003c/a>'s last remaining client, will delete all student data on the repository due to privacy concerns.\u003c/p>\n\u003cp>InBloom's company spokesperson told Politico the nonprofit was “pushing forward with our mission,” though at the moment there are no known state partners.\u003c/p>\n\u003cp>InBloom's trajectory has shined a spotlight on the public's sensitivity around what happens to student data. When it first began as a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\" target=\"_blank\">mammoth ed-tech project\u003c/a> in 2011 by the Council of Chief State School Officers, the Bill and Melinda Gates Foundation and the Carnegie Corporation called the Shared Learning Infrastructure, the purpose was to provide open-source software to safely organize, pool, and store student data from multiple states and multiple sources in the cloud. That included everything from demographics to attendance to discipline to grades to the detailed, moment-by-moment, data produced by learning analytics programs like Dreambox and Khan Academy. An API — application programming interface — would allow software developers to connect to that data, creating applications that could, at least in theory, be used by any school in the infrastructure.\u003c/p>\n\u003cp>In February 2013, just a little over a year ago, SLI \u003ca href=\"https://www.inbloom.org/inbloom-launch\" target=\"_blank\">relaunched as an independent nonprofit named InBloom\u003c/a>. The company had nine state partners, Colorado, Delaware, Georgia, Illinois, Kentucky, Louisiana, Massachusetts, New York and North Carolina, representing 11 million students. At SXSWEdu, they made a splashy public debut the following month, hosting parties and panel discussions as an official sponsor, a gathering focused just as much on business as on education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Our purpose is to remove the friction in the deployment of technology in the classroom,” CEO Iwan Streichenberger \u003ca href=\"http://digital.hechingerreport.org/content/big-data-and-schools-education-nirvana-or-privacy-nightmare_402/\" target=\"_blank\">told me at the conference.\u003c/a> “It’s not very exciting, but if you don’t have plumbing you can’t have appliances.”\u003c/p>\n\u003cp>InBloom's offering is not uncommon -- in fact, similar technologies exist all over the internet, and consumers largely embrace them. For example, an API allows you to sign in and comment on the Washington Post or rent a home on AirBnb using your Facebook profile information. You can sign in to personal finance site Mint.com and see all of your bank account information in one place, or for that matter, buy products on Amazon with one click thanks to back-end security protecting financial transactions.\u003c/p>\n\u003cp>[contextly_sidebar id=\"98a35f76582178dba956a7eff401ab12\"]\u003c/p>\n\u003cp>But student information, like electronic health records, remains much more sensitive than other kinds of consumer information, and the public response since InBloom's launch has been equivocal at best. In state after state, \u003ca href=\"http://www.edweek.org/ew/articles/2014/01/08/15inbloom_ep.h33.html\" target=\"_blank\">parents and other education activists raised concerns\u003c/a> that student data would be exploited for financial gain or stolen by hackers. In the words of \u003ca href=\"http://digital.hechingerreport.org/content/big-data-and-schools-education-nirvana-or-privacy-nightmare_402/\" target=\"_blank\">Leonie Haimson of Class Size Matters\u003c/a> in New York City, one of inBlooms’ staunchest critics, \"For-profit vendors are slavering right now at the prospect of being able to get their hands on this info and market billions of dollars of worth of so-called solutions to our schools.\"\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF STUDENT DATA\u003c/strong>\u003c/p>\n\u003cp>So what does the demise of inBloom mean? It doesn’t mean that student data is safe, either from marketers or hackers. According to \u003ca href=\"http://law.fordham.edu/newsroom/32158.htm\" target=\"_blank\">a recent study by Fordham University Law School\u003c/a>, 95 percent of schools and districts already use a hodgepodge of third-party cloud providers for data storage and internal data mining. Fewer than 7 percent of these arrangements actually restrict the sale or marketing of student information by vendors, and parents are generally not informed of how their children’s data is stored or used.\u003c/p>\n\u003cp>Last November,\u003ca href=\"http://www.insidehighered.com/quicktakes/2013/11/01/act-and-college-board-sued-selling-student-information\" target=\"_blank\"> a $5 million class action suit \u003c/a>was filed against the makers of the ACTs and SATs for selling personal information about millions of high school students. And the\u003ca href=\"http://www.umd.edu/datasecurity/\" target=\"_blank\"> Universities of Maryland\u003c/a> and Indiana have recently suffered \u003ca href=\"http://www.usatoday.com/story/news/nation/2014/02/26/indiana-university-data-breach/5830685/\" target=\"_blank\">well-publicized data breaches\u003c/a> exposing student Social Security numbers and other sensitive information.\u003c/p>\n\u003cp>It also doesn’t mean that the use of student data will come to a standstill. A small startup called \u003ca href=\"https://clever.com/\" target=\"_blank\">Clever\u003c/a>, launched in 2012, uses a single freestanding API to connect the vast mishmash of student information systems with third-party applications. It doesn’t store the data itself; it just makes it easier to get the data out of silos where it can be accessed by educational software developers — the exact same purpose announced by InBloom. So far, \u003ca href=\"http://techcrunch.com/2013/12/05/clever-10m-sequoia/\" target=\"_blank\">10,000 schools have adopted it\u003c/a>, with no public outcry.\u003c/p>\n\u003cp>It does mean that, at least when it comes to student data, when tech businesses roll out product pitches to schools, they need to understand the extent to which the concerns of parents and teachers will affect their business plans.\u003c/p>\n\u003cp>In our conversation, Streichenberger talked about taking down “barriers to entry” and creating an “attractive market for entrepreneurs.” Silicon Valley may generally take it for granted that what’s good for its business is good for everyone else, but for those wary of the privatization of the public school system, these are fighting words.\u003c/p>\n\u003cp>The same critics who are skeptical of the Common Core State Standards (also Gates-seeded) are skeptical about inBloom because of the underlying notion of “interoperability” in education practice. Standards and interoperability are core tenets of the web. It’s because of shared communications protocols such as HTTP that anyone can create a web page or application that is usable by virtually anyone else. Similarly, proponents of the Common Core argue that having a shared understanding of priorities will allow all schools to improve by sharing best practices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The principle of interoperability is now coming into conflict with a longstanding tenet of American public education -- that of local control. The ultimate outcome is anyone’s guess, but it’s now clear that the transition to a big-data educational future probably won’t come from a centralized mandate or single coordinated effort -- at least not now.\u003c/p>\n\n","blocks":[],"excerpt":"Privacy concerns have put the breaks on many efforts to use \"big data\" in education. Why are people so skittish of education data when other kinds of digital information are readily accessible?","status":"publish","parent":0,"modified":1396541624,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1011},"headData":{"title":"What Will Happen to 'Big Data' In Education? | KQED","description":"Privacy concerns have put the breaks on many efforts to use "big data" in education. Why are people so skittish of education data when other kinds of digital information are readily accessible?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Will Happen to 'Big Data' In Education?","datePublished":"2014-04-03T13:00:04.000Z","dateModified":"2014-04-03T16:13:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34838 http://blogs.kqed.org/mindshift/?p=34838","disqusUrl":"https://ww2.kqed.org/mindshift/2014/04/03/what-will-happen-to-big-data-in-education/","disqusTitle":"What Will Happen to 'Big Data' In Education?","path":"/mindshift/34838/what-will-happen-to-big-data-in-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34870\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34870\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/187786739-e1396502442777.jpg\" alt=\"187786739\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Yesterday, a $100 million startup lost its last customer. According to\u003ca href=\"http://www.politico.com/morningeducation/0414/morningeducation13487.html\" target=\"_blank\"> a Politico article\u003c/a>, the state of New York, i\u003ca href=\"https://www.inbloom.org/\" target=\"_blank\">nBloom\u003c/a>'s last remaining client, will delete all student data on the repository due to privacy concerns.\u003c/p>\n\u003cp>InBloom's company spokesperson told Politico the nonprofit was “pushing forward with our mission,” though at the moment there are no known state partners.\u003c/p>\n\u003cp>InBloom's trajectory has shined a spotlight on the public's sensitivity around what happens to student data. When it first began as a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\" target=\"_blank\">mammoth ed-tech project\u003c/a> in 2011 by the Council of Chief State School Officers, the Bill and Melinda Gates Foundation and the Carnegie Corporation called the Shared Learning Infrastructure, the purpose was to provide open-source software to safely organize, pool, and store student data from multiple states and multiple sources in the cloud. That included everything from demographics to attendance to discipline to grades to the detailed, moment-by-moment, data produced by learning analytics programs like Dreambox and Khan Academy. An API — application programming interface — would allow software developers to connect to that data, creating applications that could, at least in theory, be used by any school in the infrastructure.\u003c/p>\n\u003cp>In February 2013, just a little over a year ago, SLI \u003ca href=\"https://www.inbloom.org/inbloom-launch\" target=\"_blank\">relaunched as an independent nonprofit named InBloom\u003c/a>. The company had nine state partners, Colorado, Delaware, Georgia, Illinois, Kentucky, Louisiana, Massachusetts, New York and North Carolina, representing 11 million students. At SXSWEdu, they made a splashy public debut the following month, hosting parties and panel discussions as an official sponsor, a gathering focused just as much on business as on education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Our purpose is to remove the friction in the deployment of technology in the classroom,” CEO Iwan Streichenberger \u003ca href=\"http://digital.hechingerreport.org/content/big-data-and-schools-education-nirvana-or-privacy-nightmare_402/\" target=\"_blank\">told me at the conference.\u003c/a> “It’s not very exciting, but if you don’t have plumbing you can’t have appliances.”\u003c/p>\n\u003cp>InBloom's offering is not uncommon -- in fact, similar technologies exist all over the internet, and consumers largely embrace them. For example, an API allows you to sign in and comment on the Washington Post or rent a home on AirBnb using your Facebook profile information. You can sign in to personal finance site Mint.com and see all of your bank account information in one place, or for that matter, buy products on Amazon with one click thanks to back-end security protecting financial transactions.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But student information, like electronic health records, remains much more sensitive than other kinds of consumer information, and the public response since InBloom's launch has been equivocal at best. In state after state, \u003ca href=\"http://www.edweek.org/ew/articles/2014/01/08/15inbloom_ep.h33.html\" target=\"_blank\">parents and other education activists raised concerns\u003c/a> that student data would be exploited for financial gain or stolen by hackers. In the words of \u003ca href=\"http://digital.hechingerreport.org/content/big-data-and-schools-education-nirvana-or-privacy-nightmare_402/\" target=\"_blank\">Leonie Haimson of Class Size Matters\u003c/a> in New York City, one of inBlooms’ staunchest critics, \"For-profit vendors are slavering right now at the prospect of being able to get their hands on this info and market billions of dollars of worth of so-called solutions to our schools.\"\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF STUDENT DATA\u003c/strong>\u003c/p>\n\u003cp>So what does the demise of inBloom mean? It doesn’t mean that student data is safe, either from marketers or hackers. According to \u003ca href=\"http://law.fordham.edu/newsroom/32158.htm\" target=\"_blank\">a recent study by Fordham University Law School\u003c/a>, 95 percent of schools and districts already use a hodgepodge of third-party cloud providers for data storage and internal data mining. Fewer than 7 percent of these arrangements actually restrict the sale or marketing of student information by vendors, and parents are generally not informed of how their children’s data is stored or used.\u003c/p>\n\u003cp>Last November,\u003ca href=\"http://www.insidehighered.com/quicktakes/2013/11/01/act-and-college-board-sued-selling-student-information\" target=\"_blank\"> a $5 million class action suit \u003c/a>was filed against the makers of the ACTs and SATs for selling personal information about millions of high school students. And the\u003ca href=\"http://www.umd.edu/datasecurity/\" target=\"_blank\"> Universities of Maryland\u003c/a> and Indiana have recently suffered \u003ca href=\"http://www.usatoday.com/story/news/nation/2014/02/26/indiana-university-data-breach/5830685/\" target=\"_blank\">well-publicized data breaches\u003c/a> exposing student Social Security numbers and other sensitive information.\u003c/p>\n\u003cp>It also doesn’t mean that the use of student data will come to a standstill. A small startup called \u003ca href=\"https://clever.com/\" target=\"_blank\">Clever\u003c/a>, launched in 2012, uses a single freestanding API to connect the vast mishmash of student information systems with third-party applications. It doesn’t store the data itself; it just makes it easier to get the data out of silos where it can be accessed by educational software developers — the exact same purpose announced by InBloom. So far, \u003ca href=\"http://techcrunch.com/2013/12/05/clever-10m-sequoia/\" target=\"_blank\">10,000 schools have adopted it\u003c/a>, with no public outcry.\u003c/p>\n\u003cp>It does mean that, at least when it comes to student data, when tech businesses roll out product pitches to schools, they need to understand the extent to which the concerns of parents and teachers will affect their business plans.\u003c/p>\n\u003cp>In our conversation, Streichenberger talked about taking down “barriers to entry” and creating an “attractive market for entrepreneurs.” Silicon Valley may generally take it for granted that what’s good for its business is good for everyone else, but for those wary of the privatization of the public school system, these are fighting words.\u003c/p>\n\u003cp>The same critics who are skeptical of the Common Core State Standards (also Gates-seeded) are skeptical about inBloom because of the underlying notion of “interoperability” in education practice. Standards and interoperability are core tenets of the web. It’s because of shared communications protocols such as HTTP that anyone can create a web page or application that is usable by virtually anyone else. Similarly, proponents of the Common Core argue that having a shared understanding of priorities will allow all schools to improve by sharing best practices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The principle of interoperability is now coming into conflict with a longstanding tenet of American public education -- that of local control. The ultimate outcome is anyone’s guess, but it’s now clear that the transition to a big-data educational future probably won’t come from a centralized mandate or single coordinated effort -- at least not now.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34838/what-will-happen-to-big-data-in-education","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_20663","mindshift_631","mindshift_1040","mindshift_20662","mindshift_632"],"label":"mindshift"},"mindshift_23757":{"type":"posts","id":"mindshift_23757","meta":{"index":"posts_1591205157","site":"mindshift","id":"23757","score":null,"sort":[1347390025000]},"guestAuthors":[],"slug":"charter-school-network-offers-its-own-data-system-to-all-schools","title":"Charter School Network Offers Its Own Data System to All Schools","publishDate":1347390025,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329.jpg\">\u003cimg class=\"alignleft size-medium wp-image-23766\" title=\"99679329\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>By Lillian Mongeau\u003c/h5>\n\u003cp>As gathering data about student performance \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">becomes a bigger priority in education,\u003c/a> schools are faced with different choices on how to capture that data. A slew of tech companies offer a variety of products they've developed for schools, but some school districts are \u003ca href=\"http://www.edweek.org/ew/articles/2012/07/20/36programmers_ep.h31.html?tkn=UVQF2GrIejnS6%2B1hBu4H4zlvTIuHTDkjMFT3&cmp=ENL-EU-NEWS1\">creating their own data systems\u003c/a>.\u003c/p>\n\u003cp>California-based charter network \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Public Schools\u003c/a> is one of them. The school created a data system called \u003ca href=\"https://schoolzilla.org/\">Schoolzilla\u003c/a>, a web-based data platform that is now available to any school who wants to use it for free. Teachers or administrators can sign up at Schoolzilla to get started. Aspire offers implementation of the system for a fee. So far, there isn’t a set price for the service; it depends on the degree of help each school needs to set it up.\u003c/p>\n\u003cp>The data tool, originally developed three years ago, allows teachers to synthesize data from multiple sources and create reports. Teachers can see whether the entire class is struggling on a particular math standard, for example, or whether specific students are falling behind. The idea is to help teachers decide what tack to take with individual students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together.\"\u003c/p>\n\u003c/aside>\n\u003cp>But academic performance numbers aren’t the only data captured. Since the platform accesses multiple databases at once, teachers can compare things like student absenteeism to their grades. Or they can compare students’ grades to their scores on standardized tests in the same subject. Or they can compare the frequency of calls home with the number of disciplinary actions needed at school.\u003c/p>\n\u003cp>“Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together in massive Excel spreadsheets,” said Anna Utgoff, Aspires’ \u003c!--more-->director of learning technology. “It was a ridiculous thing for teachers ... to be spending their time on. We’re putting this all on a really flexible reporting platform, so we can make 100 versions,” of new reports depending on what teachers request, Utgoff said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Having all those reports at their fingertips gives [teachers] more time to plan and teach,” Utgoff added.\u003c/p>\n\u003cp>Aspire created Schoolzilla with funds from a combination of philanthropic donations, revenue earned by implementing the full data system in several districts across the country, and a $3.1 million \u003ca href=\"http://www2.ed.gov/programs/innovation/index.html\">Investing in Innovation\u003c/a> grant from the U.S. Department of Education.\u003c/p>\n\u003cp>Like Aspire, \u003ca href=\"http://www.rsed.org\">Rocketship Education\u003c/a>, a charter network with schools in Silicon Valley and across the country, has developed its own data system. And Aspire might spin off Schoolzilla into an independent start-up, much like \u003ca href=\"http://learnzillion.com\">LearnZillion\u003c/a>, a for-profit education video site that was incubated at E.L. Haynes Public Charter School in Washington.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1347390025,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":473},"headData":{"title":"Charter School Network Offers Its Own Data System to All Schools | KQED","description":"By Lillian Mongeau As gathering data about student performance becomes a bigger priority in education, schools are faced with different choices on how to capture that data. A slew of tech companies offer a variety of products they've developed for schools, but some school districts are creating their own data systems. California-based charter network Aspire","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Charter School Network Offers Its Own Data System to All Schools","datePublished":"2012-09-11T19:00:25.000Z","dateModified":"2012-09-11T19:00:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23757 http://blogs.kqed.org/mindshift/?p=23757","disqusUrl":"https://ww2.kqed.org/mindshift/2012/09/11/charter-school-network-offers-its-own-data-system-to-all-schools/","disqusTitle":"Charter School Network Offers Its Own Data System to All Schools","path":"/mindshift/23757/charter-school-network-offers-its-own-data-system-to-all-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329.jpg\">\u003cimg class=\"alignleft size-medium wp-image-23766\" title=\"99679329\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>By Lillian Mongeau\u003c/h5>\n\u003cp>As gathering data about student performance \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">becomes a bigger priority in education,\u003c/a> schools are faced with different choices on how to capture that data. A slew of tech companies offer a variety of products they've developed for schools, but some school districts are \u003ca href=\"http://www.edweek.org/ew/articles/2012/07/20/36programmers_ep.h31.html?tkn=UVQF2GrIejnS6%2B1hBu4H4zlvTIuHTDkjMFT3&cmp=ENL-EU-NEWS1\">creating their own data systems\u003c/a>.\u003c/p>\n\u003cp>California-based charter network \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Public Schools\u003c/a> is one of them. The school created a data system called \u003ca href=\"https://schoolzilla.org/\">Schoolzilla\u003c/a>, a web-based data platform that is now available to any school who wants to use it for free. Teachers or administrators can sign up at Schoolzilla to get started. Aspire offers implementation of the system for a fee. So far, there isn’t a set price for the service; it depends on the degree of help each school needs to set it up.\u003c/p>\n\u003cp>The data tool, originally developed three years ago, allows teachers to synthesize data from multiple sources and create reports. Teachers can see whether the entire class is struggling on a particular math standard, for example, or whether specific students are falling behind. The idea is to help teachers decide what tack to take with individual students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together.\"\u003c/p>\n\u003c/aside>\n\u003cp>But academic performance numbers aren’t the only data captured. Since the platform accesses multiple databases at once, teachers can compare things like student absenteeism to their grades. Or they can compare students’ grades to their scores on standardized tests in the same subject. Or they can compare the frequency of calls home with the number of disciplinary actions needed at school.\u003c/p>\n\u003cp>“Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together in massive Excel spreadsheets,” said Anna Utgoff, Aspires’ \u003c!--more-->director of learning technology. “It was a ridiculous thing for teachers ... to be spending their time on. We’re putting this all on a really flexible reporting platform, so we can make 100 versions,” of new reports depending on what teachers request, Utgoff said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Having all those reports at their fingertips gives [teachers] more time to plan and teach,” Utgoff added.\u003c/p>\n\u003cp>Aspire created Schoolzilla with funds from a combination of philanthropic donations, revenue earned by implementing the full data system in several districts across the country, and a $3.1 million \u003ca href=\"http://www2.ed.gov/programs/innovation/index.html\">Investing in Innovation\u003c/a> grant from the U.S. Department of Education.\u003c/p>\n\u003cp>Like Aspire, \u003ca href=\"http://www.rsed.org\">Rocketship Education\u003c/a>, a charter network with schools in Silicon Valley and across the country, has developed its own data system. And Aspire might spin off Schoolzilla into an independent start-up, much like \u003ca href=\"http://learnzillion.com\">LearnZillion\u003c/a>, a for-profit education video site that was incubated at E.L. Haynes Public Charter School in Washington.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23757/charter-school-network-offers-its-own-data-system-to-all-schools","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_937","mindshift_631","mindshift_481","mindshift_938","mindshift_632"],"featImg":"mindshift_23766","label":"mindshift"},"mindshift_23556":{"type":"posts","id":"mindshift_23556","meta":{"index":"posts_1591205157","site":"mindshift","id":"23556","score":null,"sort":[1346352022000]},"guestAuthors":[],"slug":"understanding-learning-analytics-and-student-data","title":"Understanding Learning Analytics and Student Data","publishDate":1346352022,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>There's a lot to unpack about learning analytics -- everything from how student data is captured to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\">how it will be used\u003c/a>. For all of its promises -- and there are many, as evidenced below -- the two biggest areas of concern regarding using student data are around issues of privacy, as in who has access to student information and what are the possible negative ways that information could be used, and how student data might be used against educators. Privacy is addressed in this otherwise mostly positive infographic, created by \u003ca href=\"http://www.opencolleges.edu.au/informed/learning-analytics-infographic/\">Australia's informED\u003c/a>, which takes a crack at explaining all the different aspects. What else would you add to it?\u003c/p>\n\u003cp>\u003cimg src=\"http://newsroom.opencolleges.edu.au/wp-content/uploads/2012/08/LearningAnalytics-smaller.jpg\" alt=\"\" width=\"620\">\u003c/p>\n\u003cp>Learning Analytics: Leveraging Education Data – An infographic by the team at \u003ca href=\"http://www.opencolleges.edu.au\">Open Colleges\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1452040005,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":126},"headData":{"title":"Understanding Learning Analytics and Student Data | KQED","description":"There's a lot to unpack about learning analytics -- everything from how student data is captured to how it will be used. For all of its promises -- and there are many, as evidenced below -- the two biggest areas of concern regarding using student data are around issues of privacy, as in who has","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Understanding Learning Analytics and Student Data","datePublished":"2012-08-30T18:40:22.000Z","dateModified":"2016-01-06T00:26:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23556 http://blogs.kqed.org/mindshift/?p=23556","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/30/understanding-learning-analytics-and-student-data/","disqusTitle":"Understanding Learning Analytics and Student Data","path":"/mindshift/23556/understanding-learning-analytics-and-student-data","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There's a lot to unpack about learning analytics -- everything from how student data is captured to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\">how it will be used\u003c/a>. For all of its promises -- and there are many, as evidenced below -- the two biggest areas of concern regarding using student data are around issues of privacy, as in who has access to student information and what are the possible negative ways that information could be used, and how student data might be used against educators. Privacy is addressed in this otherwise mostly positive infographic, created by \u003ca href=\"http://www.opencolleges.edu.au/informed/learning-analytics-infographic/\">Australia's informED\u003c/a>, which takes a crack at explaining all the different aspects. What else would you add to it?\u003c/p>\n\u003cp>\u003cimg src=\"http://newsroom.opencolleges.edu.au/wp-content/uploads/2012/08/LearningAnalytics-smaller.jpg\" alt=\"\" width=\"620\">\u003c/p>\n\u003cp>Learning Analytics: Leveraging Education Data – An infographic by the team at \u003ca href=\"http://www.opencolleges.edu.au\">Open Colleges\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23556/understanding-learning-analytics-and-student-data","authors":["180"],"categories":["mindshift_192"],"tags":["mindshift_631","mindshift_927","mindshift_632"],"featImg":"mindshift_23566","label":"mindshift"},"mindshift_22402":{"type":"posts","id":"mindshift_22402","meta":{"index":"posts_1591205157","site":"mindshift","id":"22402","score":null,"sort":[1341327619000]},"guestAuthors":[],"slug":"how-will-student-data-be-used","title":"How Will Student Data Be Used?","publishDate":1341327619,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/997604511.jpg\">\u003cimg class=\"alignright size-large wp-image-22588\" title=\"99760451\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/997604511-620x328.jpg\" alt=\"\" width=\"620\" height=\"328\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Over the next few months, a handful of states will take early steps to try to solve a problem that's become a by-product of the digital age: navigating the flood of student data.\u003c/p>\n\u003cp>Right now, all sorts of student data are being kept in everything from testing programs and instructional software to grade books and learning management systems. But the data are often trapped in the program and not easily extracted or combined with other data on the same student, creating the educational equivalent of the Hotel California: data can check in any time it likes, but it can never leave. Or be used effectively by teachers.\u003c/p>\n\u003cp>So a new initiative, supported by state education leaders and funded by prominent foundations, plans to provide a place in the cloud for each state to store all data for every student, using \"free\" open source software. And, in the process, student achievement information will be connected to instructional apps and web resources. That is, as long as the effort can address concerns about technology, privacy, and whether enough education companies will want to build products for a system that could undermine parts of their own businesses.\u003c/p>\n\u003cp>In a nutshell, this describes the complicated Shared Learning Infrastructure, being built by the near-namesake \u003ca href=\"http://slcedu.org/\">Shared Learning Collaborative\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The SLI has had low visibility so far. Started in 2011, encouraged by the \u003ca href=\"http://ccsso.org/\">Council of Chief State School Officers\u003c/a> (the state superintendents of public instruction group that was one of the driving forces behind the Common Core State Standards), and funded by the Carnegie Corporation and Gates Foundation, the SLC has signed on \u003ca href=\"http://slcedu.org/states-districts/pilot-districts\">nine states\u003c/a> with the promise of creating a less expensive, more connected way to store student data with the potential to make student learning more personal.\u003c/p>\n\u003cp>\u003cstrong>WHERE WOULD THE DATA GO?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Perhaps the best way to understand the SLI initiative – this nuts-and-bolts, multi-state, grand-vision education technology project that just went into its pilot \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> – is to visualize plumbing. Think of twin buckets in the cloud:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. The main part of the Shared Learning Infrastructure is a huge, carefully structured bucket: the data store/warehouse, which holds, well, a bucket-load of student data across grades and subjects, such as individual student names, demographic information, discipline history, grades, test results, teachers, attendance, graduation requirements, even detail of standards mastered.\u003c/p>\n\u003cp style=\"padding-left: 30px\">This is all data that schools already have, but it’s not necessarily stored all in the same place, in the same way (think of the historic tech disconnect of Beta vs. VHS videotape formats), or even synched and easily available when it’s needed. SLI is designed to serve all these needs and be based on technology that will be open source, free for states and districts to use, modify and share -- all appealing to administrators.\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. A second, companion bucket inside SLI is information about instructional content and materials. But it doesn’t hold the instructional resources themselves. This bucket provides pointers to the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">resources everywhere on the web\u003c/a>, leveraging tagging and indexes of the \u003ca href=\"http://lrmi.net/\">Learning Resource Metadata Initiative\u003c/a> and U.S. Department of Education \u003ca href=\"http://www.learningregistry.org/\">Learning Registry\u003c/a>. And these resources, through the pointers, are aligned to the new Common Core standards. That alignment provides a connection between the instructional materials and the student test data in the first, big bucket.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. The third part isn’t another bucket. It’s spigots and faucets that stick out of the buckets – the APIs, or Application Programming Interfaces. APIs are simply a way for school administration, instructional and assessment software outside of the bucket to receive a flow of information from inside the bucket and pour its own back in. This is what the school, teachers and students primarily work with: the software that works with the SLI, connected by the APIs.\u003c/p>\n\u003cp>The hope is that schools and students will be able to benefit when these pieces are connected. If a student changes schools, either by moving from one grade to another or simply moving, that student’s data would follow her in a consistent format (assuming the new school is also in a state that uses the SLI). Then, it's theoretically easier to understand a student’s -- or even an entire student group’s -- performance over time throughout their educational career, because all of that granular data, regardless of grade, is in one bucket.\u003c/p>\n\u003cp>Teachers and students could also benefit through easier-to-personalize instruction – a holy grail of education technology. Since the bucket of student data is explicitly tied to the Common Core standards, and the second bucket of content in the SLI is also tied to the same Common Core, connecting the two could create a clearer path to what needs to be learned based on what a student has shown he or she (or a group of students with similar learning patterns) does, or doesn’t, understand. As Brandt Redd, senior technology officer for education programs at the Gates Foundation, noted in a presentation at an \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">education industry conference\u003c/a>, SLI is part of the cycle, “How did I do? What don’t I know? How do I learn this? … That data isn’t getting back to the teachers and students.”\u003c/p>\n\u003cp>For their part, the pilot districts in the initial states see practical appeal in having one place to store and pull data rather than try to extract it from multiple administration, instructional and testing programs, all of which may not play nicely together. Tom Stella, assistant superintendent of Everett Public Schools in Massachusetts, summed up his district’s perspective at a Software and Information Industry Association \u003ca href=\"http://siia.net/index.php?option=com_docman&task=doc_download&gid=3468&Itemid=318\">SLC workshop\u003c/a> this spring in San Francisco: “The fewer places I have to go to get assessment data,” the better.\u003c/p>\n\u003cp>\u003cstrong>CARROTS AND STICKS FOR EDUCATION COMPANIES\u003c/strong>\u003c/p>\n\u003cp>But there are still a number of issues that remain before the spigots can be turned on. One of the biggest, of course, is that the technology all works, which is the point of a new \u003ca href=\"http://dev.slcedu.org/getting-started/sandbox\">developer’s Sandbox\u003c/a> that lets companies test applications.\u003c/p>\n\u003cp>A second is the privacy and security of student data. On its \u003ca href=\"http://slcedu.org/technology/privacy-and-security\">website\u003c/a>, the SLI prominently addresses this concern by stating that states, districts and schools \"retain ownership and control of their data,\" any existing privacy and security policies will continue, and it'll be the districts -- not the SLC -- that will determine which apps get data access.\" The SLC adds that it's building the technology so schools using it can be in compliance with the Family Educational Rights and Privacy Act (FERPA).\u003c/p>\n\u003cp>A third is how many education companies will build products that connect to the SLI and take advantage of its features.\u003c/p>\n\u003cp>This last piece isn’t a small detail. It’s pretty clear that the SLI could easily replace a good part of the data back end of a number of products, including student information systems. (One SLC official estimated, very cautiously, that 10-20% of such products are related to storing data.) Having ready-built student data storage could also make it easier for some companies to compete with those who already offer their own proprietary “personalized” products that they’ve engineered independently, and cause those companies to lose a competitive leg up.\u003c/p>\n\u003cp>With the education industry, SLC is using both the carrot and the stick. The carrot is the official stance.\u003c/p>\n\u003cp>“Students aren’t going to have a great educational experience (simply) because you solved the data problem again,” said Gates’ Sharren Bates at the Software and Information Industry Association’s \u003ca href=\"http://siia.net/etis/2012/schedule.asp\">Ed Tech Industry Summit\u003c/a> this spring.\u003c/p>\n\u003cp>Instead, she urged, let the SLC solve the data storage problem one more time, and let the industry focus on the tools that use it. Other advantages being touted to the industry are that early-stage and established companies will no longer have to figure out how to integrate their software with data software used by each district and state – as long as the software works with the SLI’s APIs, it will work.\u003c/p>\n\u003cp>The stick appears to be coming from the pilot states and districts themselves. At the same San Francisco workshop, at least one of three state and district representatives implied they wouldn’t even look at a product that didn’t work with the SLI once they start using it. But the promise for companies is based on the assumption that enough states and districts beyond the pilot phase will adopt it, creating a critical mass of potential customers to make education technology developers want to pay attention.\u003c/p>\n\u003cp>A myriad of other issues include how software that interacts with the SLI will be approved (both as a technical and policy matter) and who will approve it, the computing power and bandwidth required of schools, and – key – who will pay to maintain the Infrastructure and do new SLI development after it’s launched and foundation financial support ends.\u003c/p>\n\u003cp>The SLC has made it clear it’s aware of these issues and appears to be working in a similarly low-key-yet-persistent way to address them. In the meantime, its SLI has gone into \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> as of late June and plans a final release in December 2012 (assuming the Mayans don’t intrude). Committed to take part in the pilot are at least one school district in each of Massachusetts, New York, Illinois, North Carolina and Colorado, to be followed by Louisiana, Georgia, Delaware and Kentucky.\u003c/p>\n\u003cp>It’ll likely be some time in 2013 before we find out if the SLI will fully complete that complicated waterworks – or if it will become a fancy set of publicly owned buckets, attractive and exciting in design, but with spigots that remain closed because no one has constructed pipes to accept and renew the flow of data.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Frank Catalano\u003c/strong>\u003c/em>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A new initiative, supported by state education leaders and funded by prominent foundations, plans to provide a place in the cloud for each state to store all data for every student, using \"free\" open source software. And, in the process, student achievement information will be connected to instructional apps and web resources. ","status":"publish","parent":0,"modified":1341858994,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1708},"headData":{"title":"How Will Student Data Be Used? | KQED","description":"A new initiative, supported by state education leaders and funded by prominent foundations, plans to provide a place in the cloud for each state to store all data for every student, using "free" open source software. And, in the process, student achievement information will be connected to instructional apps and web resources. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Will Student Data Be Used?","datePublished":"2012-07-03T15:00:19.000Z","dateModified":"2012-07-09T18:36:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"22402 http://blogs.kqed.org/mindshift/?p=22402","disqusUrl":"https://ww2.kqed.org/mindshift/2012/07/03/how-will-student-data-be-used/","disqusTitle":"How Will Student Data Be Used?","path":"/mindshift/22402/how-will-student-data-be-used","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/997604511.jpg\">\u003cimg class=\"alignright size-large wp-image-22588\" title=\"99760451\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/997604511-620x328.jpg\" alt=\"\" width=\"620\" height=\"328\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Over the next few months, a handful of states will take early steps to try to solve a problem that's become a by-product of the digital age: navigating the flood of student data.\u003c/p>\n\u003cp>Right now, all sorts of student data are being kept in everything from testing programs and instructional software to grade books and learning management systems. But the data are often trapped in the program and not easily extracted or combined with other data on the same student, creating the educational equivalent of the Hotel California: data can check in any time it likes, but it can never leave. Or be used effectively by teachers.\u003c/p>\n\u003cp>So a new initiative, supported by state education leaders and funded by prominent foundations, plans to provide a place in the cloud for each state to store all data for every student, using \"free\" open source software. And, in the process, student achievement information will be connected to instructional apps and web resources. That is, as long as the effort can address concerns about technology, privacy, and whether enough education companies will want to build products for a system that could undermine parts of their own businesses.\u003c/p>\n\u003cp>In a nutshell, this describes the complicated Shared Learning Infrastructure, being built by the near-namesake \u003ca href=\"http://slcedu.org/\">Shared Learning Collaborative\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The SLI has had low visibility so far. Started in 2011, encouraged by the \u003ca href=\"http://ccsso.org/\">Council of Chief State School Officers\u003c/a> (the state superintendents of public instruction group that was one of the driving forces behind the Common Core State Standards), and funded by the Carnegie Corporation and Gates Foundation, the SLC has signed on \u003ca href=\"http://slcedu.org/states-districts/pilot-districts\">nine states\u003c/a> with the promise of creating a less expensive, more connected way to store student data with the potential to make student learning more personal.\u003c/p>\n\u003cp>\u003cstrong>WHERE WOULD THE DATA GO?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Perhaps the best way to understand the SLI initiative – this nuts-and-bolts, multi-state, grand-vision education technology project that just went into its pilot \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> – is to visualize plumbing. Think of twin buckets in the cloud:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. The main part of the Shared Learning Infrastructure is a huge, carefully structured bucket: the data store/warehouse, which holds, well, a bucket-load of student data across grades and subjects, such as individual student names, demographic information, discipline history, grades, test results, teachers, attendance, graduation requirements, even detail of standards mastered.\u003c/p>\n\u003cp style=\"padding-left: 30px\">This is all data that schools already have, but it’s not necessarily stored all in the same place, in the same way (think of the historic tech disconnect of Beta vs. VHS videotape formats), or even synched and easily available when it’s needed. SLI is designed to serve all these needs and be based on technology that will be open source, free for states and districts to use, modify and share -- all appealing to administrators.\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. A second, companion bucket inside SLI is information about instructional content and materials. But it doesn’t hold the instructional resources themselves. This bucket provides pointers to the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">resources everywhere on the web\u003c/a>, leveraging tagging and indexes of the \u003ca href=\"http://lrmi.net/\">Learning Resource Metadata Initiative\u003c/a> and U.S. Department of Education \u003ca href=\"http://www.learningregistry.org/\">Learning Registry\u003c/a>. And these resources, through the pointers, are aligned to the new Common Core standards. That alignment provides a connection between the instructional materials and the student test data in the first, big bucket.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. The third part isn’t another bucket. It’s spigots and faucets that stick out of the buckets – the APIs, or Application Programming Interfaces. APIs are simply a way for school administration, instructional and assessment software outside of the bucket to receive a flow of information from inside the bucket and pour its own back in. This is what the school, teachers and students primarily work with: the software that works with the SLI, connected by the APIs.\u003c/p>\n\u003cp>The hope is that schools and students will be able to benefit when these pieces are connected. If a student changes schools, either by moving from one grade to another or simply moving, that student’s data would follow her in a consistent format (assuming the new school is also in a state that uses the SLI). Then, it's theoretically easier to understand a student’s -- or even an entire student group’s -- performance over time throughout their educational career, because all of that granular data, regardless of grade, is in one bucket.\u003c/p>\n\u003cp>Teachers and students could also benefit through easier-to-personalize instruction – a holy grail of education technology. Since the bucket of student data is explicitly tied to the Common Core standards, and the second bucket of content in the SLI is also tied to the same Common Core, connecting the two could create a clearer path to what needs to be learned based on what a student has shown he or she (or a group of students with similar learning patterns) does, or doesn’t, understand. As Brandt Redd, senior technology officer for education programs at the Gates Foundation, noted in a presentation at an \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">education industry conference\u003c/a>, SLI is part of the cycle, “How did I do? What don’t I know? How do I learn this? … That data isn’t getting back to the teachers and students.”\u003c/p>\n\u003cp>For their part, the pilot districts in the initial states see practical appeal in having one place to store and pull data rather than try to extract it from multiple administration, instructional and testing programs, all of which may not play nicely together. Tom Stella, assistant superintendent of Everett Public Schools in Massachusetts, summed up his district’s perspective at a Software and Information Industry Association \u003ca href=\"http://siia.net/index.php?option=com_docman&task=doc_download&gid=3468&Itemid=318\">SLC workshop\u003c/a> this spring in San Francisco: “The fewer places I have to go to get assessment data,” the better.\u003c/p>\n\u003cp>\u003cstrong>CARROTS AND STICKS FOR EDUCATION COMPANIES\u003c/strong>\u003c/p>\n\u003cp>But there are still a number of issues that remain before the spigots can be turned on. One of the biggest, of course, is that the technology all works, which is the point of a new \u003ca href=\"http://dev.slcedu.org/getting-started/sandbox\">developer’s Sandbox\u003c/a> that lets companies test applications.\u003c/p>\n\u003cp>A second is the privacy and security of student data. On its \u003ca href=\"http://slcedu.org/technology/privacy-and-security\">website\u003c/a>, the SLI prominently addresses this concern by stating that states, districts and schools \"retain ownership and control of their data,\" any existing privacy and security policies will continue, and it'll be the districts -- not the SLC -- that will determine which apps get data access.\" The SLC adds that it's building the technology so schools using it can be in compliance with the Family Educational Rights and Privacy Act (FERPA).\u003c/p>\n\u003cp>A third is how many education companies will build products that connect to the SLI and take advantage of its features.\u003c/p>\n\u003cp>This last piece isn’t a small detail. It’s pretty clear that the SLI could easily replace a good part of the data back end of a number of products, including student information systems. (One SLC official estimated, very cautiously, that 10-20% of such products are related to storing data.) Having ready-built student data storage could also make it easier for some companies to compete with those who already offer their own proprietary “personalized” products that they’ve engineered independently, and cause those companies to lose a competitive leg up.\u003c/p>\n\u003cp>With the education industry, SLC is using both the carrot and the stick. The carrot is the official stance.\u003c/p>\n\u003cp>“Students aren’t going to have a great educational experience (simply) because you solved the data problem again,” said Gates’ Sharren Bates at the Software and Information Industry Association’s \u003ca href=\"http://siia.net/etis/2012/schedule.asp\">Ed Tech Industry Summit\u003c/a> this spring.\u003c/p>\n\u003cp>Instead, she urged, let the SLC solve the data storage problem one more time, and let the industry focus on the tools that use it. Other advantages being touted to the industry are that early-stage and established companies will no longer have to figure out how to integrate their software with data software used by each district and state – as long as the software works with the SLI’s APIs, it will work.\u003c/p>\n\u003cp>The stick appears to be coming from the pilot states and districts themselves. At the same San Francisco workshop, at least one of three state and district representatives implied they wouldn’t even look at a product that didn’t work with the SLI once they start using it. But the promise for companies is based on the assumption that enough states and districts beyond the pilot phase will adopt it, creating a critical mass of potential customers to make education technology developers want to pay attention.\u003c/p>\n\u003cp>A myriad of other issues include how software that interacts with the SLI will be approved (both as a technical and policy matter) and who will approve it, the computing power and bandwidth required of schools, and – key – who will pay to maintain the Infrastructure and do new SLI development after it’s launched and foundation financial support ends.\u003c/p>\n\u003cp>The SLC has made it clear it’s aware of these issues and appears to be working in a similarly low-key-yet-persistent way to address them. In the meantime, its SLI has gone into \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> as of late June and plans a final release in December 2012 (assuming the Mayans don’t intrude). Committed to take part in the pilot are at least one school district in each of Massachusetts, New York, Illinois, North Carolina and Colorado, to be followed by Louisiana, Georgia, Delaware and Kentucky.\u003c/p>\n\u003cp>It’ll likely be some time in 2013 before we find out if the SLI will fully complete that complicated waterworks – or if it will become a fancy set of publicly owned buckets, attractive and exciting in design, but with spigots that remain closed because no one has constructed pipes to accept and renew the flow of data.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Frank Catalano\u003c/strong>\u003c/em>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22402/how-will-student-data-be-used","authors":["4375"],"categories":["mindshift_195"],"tags":["mindshift_631","mindshift_899","mindshift_898","mindshift_632"],"featImg":"mindshift_22588","label":"mindshift"},"mindshift_13898":{"type":"posts","id":"mindshift_13898","meta":{"index":"posts_1591205157","site":"mindshift","id":"13898","score":null,"sort":[1311244179000]},"guestAuthors":[],"slug":"standardizing-student-data-how-to-make-it-relevant","title":"Standardizing Student Data: How to Make it Relevant","publishDate":1311244179,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.learningdslrvideo.com/\">\u003cimg class=\"size-full wp-image-13900\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5099605109_bd04b3c786_m.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\u003c/p>\n\u003cp>Schools have long dealt with data, tracking students' personal information, grades, courses, attendance and the like. But for the most part, these records have been scattered across filing systems -- electronic and otherwise. Although most states have implemented some sort of system by which to collect and monitor students' data, these often remain disconnected. Many databases are not online, and when they are, data often isn't transmissible because of different databases and file systems.\u003c/p>\n\u003cp>Efforts are underway to help standardize student data, and this week, two new developments occurred in this vein.\u003c/p>\n\u003cp>As \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2011/07/common_data_initiative_propose.html\">EdWeek's Sarah Sparks\u003c/a> reports, the Common Education Data Standards Initiative released the \u003ca href=\"http://nces.ed.gov/programs/ceds/version2/data_elements.asp\">first draft\u003c/a> of the second stage of its core data definitions.\u003c/p>\n\u003cp>The initiative has been working on these standards for \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2010/09/hot_tip_for_data_watchers.html\">almost a year\u003c/a> now, trying to devise standards so that a student's school-related information can move with him. As it stands, even within districts, it's been difficult to transfer students' data throughout their academic career. This new development makes it easier to track the data, whether it's a matter of moving from grade school through high school or from high school to college, or moving from one school to another, in the same or different city or district.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It will be done by creating a common framework for the fields of information schools track. Some are obvious: name, address, city, zip. But they get increasingly complex: teacher base salary, student race/ethnicity, grade level (\"junior\" versus \"grade 11\" for example), course name, \u003ca href=\"http://www.corestandards.org/\">Common Core Standard\u003c/a> alignment, to name just a few examples. \u003c!--more-->\u003c/p>\n\u003cp>\"We're very interested in expanding the common language for states to be able to talk to each other and do research together on how to improve student performance, program effectiveness and things like that,\" says Gary West, the strategic initiatives director for information systems at the Council of Chief State School Officers in the EdWeek article. The group is one of the partners in the data initiative. West reports that, so far, 30 states have started to include these standardized definitions as part of their own student data systems.\u003c/p>\n\u003cp>And that's actually what qualifies it as a \"standard\" -- how widespread the adoption is. Even if one group or another proposes a standard, if it isn't implemented widely, then it's not as relevant. And interestingly, the same week that the Common Education Data Standards Initiative released its proposals, another group has thrown its version into the ring. It's the Michael and Susan Dell Foundation, which is proposing an \u003ca href=\"http://www.ed-fi.org/\">Ed-Fi data standard\u003c/a>. It too seeks to make the transfer of information between systems possible. What sets it apart from other standards, according to \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2011/07/dell_foundation_launches_tool.html\">EdWeek\u003c/a> is that it is the \"only free large-scale data standard.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Both of these initiatives are asking for public input and have comment periods that run through the end of next month. While the question of \"what is standard\" still remains unanswered, students and schools need better data portability and standardization so that what we do know about students, teachers, and schools isn't trapped in one particular database or system and so that students can carry their data, much like their portfolio of work, throughout their academic careers and into their professional ones.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1312218392,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":547},"headData":{"title":"Standardizing Student Data: How to Make it Relevant | KQED","description":"Schools have long dealt with data, tracking students' personal information, grades, courses, attendance and the like. But for the most part, these records have been scattered across filing systems -- electronic and otherwise. Although most states have implemented some sort of system by which to collect and monitor students' data, these often remain disconnected. Many","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Standardizing Student Data: How to Make it Relevant","datePublished":"2011-07-21T10:29:39.000Z","dateModified":"2011-08-01T17:06:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"13898 http://blogs.kqed.org/mindshift/?p=13898","disqusUrl":"https://ww2.kqed.org/mindshift/2011/07/21/standardizing-student-data-how-to-make-it-relevant/","disqusTitle":"Standardizing Student Data: How to Make it Relevant","path":"/mindshift/13898/standardizing-student-data-how-to-make-it-relevant","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.learningdslrvideo.com/\">\u003cimg class=\"size-full wp-image-13900\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5099605109_bd04b3c786_m.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\u003c/p>\n\u003cp>Schools have long dealt with data, tracking students' personal information, grades, courses, attendance and the like. But for the most part, these records have been scattered across filing systems -- electronic and otherwise. Although most states have implemented some sort of system by which to collect and monitor students' data, these often remain disconnected. Many databases are not online, and when they are, data often isn't transmissible because of different databases and file systems.\u003c/p>\n\u003cp>Efforts are underway to help standardize student data, and this week, two new developments occurred in this vein.\u003c/p>\n\u003cp>As \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2011/07/common_data_initiative_propose.html\">EdWeek's Sarah Sparks\u003c/a> reports, the Common Education Data Standards Initiative released the \u003ca href=\"http://nces.ed.gov/programs/ceds/version2/data_elements.asp\">first draft\u003c/a> of the second stage of its core data definitions.\u003c/p>\n\u003cp>The initiative has been working on these standards for \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2010/09/hot_tip_for_data_watchers.html\">almost a year\u003c/a> now, trying to devise standards so that a student's school-related information can move with him. As it stands, even within districts, it's been difficult to transfer students' data throughout their academic career. This new development makes it easier to track the data, whether it's a matter of moving from grade school through high school or from high school to college, or moving from one school to another, in the same or different city or district.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It will be done by creating a common framework for the fields of information schools track. Some are obvious: name, address, city, zip. But they get increasingly complex: teacher base salary, student race/ethnicity, grade level (\"junior\" versus \"grade 11\" for example), course name, \u003ca href=\"http://www.corestandards.org/\">Common Core Standard\u003c/a> alignment, to name just a few examples. \u003c!--more-->\u003c/p>\n\u003cp>\"We're very interested in expanding the common language for states to be able to talk to each other and do research together on how to improve student performance, program effectiveness and things like that,\" says Gary West, the strategic initiatives director for information systems at the Council of Chief State School Officers in the EdWeek article. The group is one of the partners in the data initiative. West reports that, so far, 30 states have started to include these standardized definitions as part of their own student data systems.\u003c/p>\n\u003cp>And that's actually what qualifies it as a \"standard\" -- how widespread the adoption is. Even if one group or another proposes a standard, if it isn't implemented widely, then it's not as relevant. And interestingly, the same week that the Common Education Data Standards Initiative released its proposals, another group has thrown its version into the ring. It's the Michael and Susan Dell Foundation, which is proposing an \u003ca href=\"http://www.ed-fi.org/\">Ed-Fi data standard\u003c/a>. It too seeks to make the transfer of information between systems possible. What sets it apart from other standards, according to \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2011/07/dell_foundation_launches_tool.html\">EdWeek\u003c/a> is that it is the \"only free large-scale data standard.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Both of these initiatives are asking for public input and have comment periods that run through the end of next month. While the question of \"what is standard\" still remains unanswered, students and schools need better data portability and standardization so that what we do know about students, teachers, and schools isn't trapped in one particular database or system and so that students can carry their data, much like their portfolio of work, throughout their academic careers and into their professional ones.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/13898/standardizing-student-data-how-to-make-it-relevant","authors":["4352"],"categories":["mindshift_192"],"tags":["mindshift_631","mindshift_632"],"featImg":"mindshift_13900","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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