Leveraging Statewide Longitudinal Data Systems (SLDSs) to Conduct Equity-Focused Research

Session Type: Symposium

Abstract

Statewide Longitudinal Data Systems (SLDS), which contain student-level data, can play a crucial role in addressing racial inequity in education by providing policymakers, educators, and researchers information to identify disparities, implement targeted interventions, and make data-driven decisions. This multi-state symposium will provide the current landscape of SLDSs in the U.S. and showcase longitudinal studies conducted by states as follows: Examining Developmental Coursework Participation; A Longitudinal Perspective on Progress Toward Education Outcomes for Students Experiencing Intergenerational Poverty; Supporting Equity & Educational Stability for Foster Care Students; and Youth Engagement in Research, Data Use, and Policy and Program Development. Panelists will share their research findings and outcomes and will discuss how they can deepen or extend their equity-related questions with audience participation.

Sub Unit

• SIG-Longitudinal Studies

Chair

• Carla Howe-Ruffo, AEM

Papers

• Leveraging Statewide Longitudinal Data Systems to Conduct Equity-Focused Research - Kristine J. Bacani, Rutgers University; Aaron Brough, Utah State Board of Education; Antionette D. Stroter, Liberty University; Annalee G. Good, University of Wisconsin - Madison

• Using Statewide Longitudinal Data Systems to Examine Developmental Coursework Participation in New Jersey - Kristine J. Bacani, Rutgers University; Khudodod Khudododov, Rutgers University

• A Longitudinal Perspective on Progress Toward Education Outcomes for Students Experiencing Intergenerational Poverty - Aaron Brough, Utah State Board of Education; Wynn Shooter, Utah Education Policy Center

• Supporting Equity and Educational Stability for Foster Care Students Using Virginia’s Cross-Sector Longitudinal Data Tools - Antionette D. Stroter, Liberty University

• Youth Engagement in Research, Data Use, and Policy and Program Development - Annalee G. Good, University of Wisconsin - Madison

Discussant

• Nancy S. Sharkey, National Center for Education Statistics