教育大数据战略下美国州纵向数据系统建设与运用
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摘要
美国州纵向数据系统旨在帮助州、地区、学校、教育工作者及其他利益相关者管理、分析和使用教育数据,其建设过程经历了NCLB法案颁布后的正式启动、ARRA法案颁布后进入P-20W建设、ESSA法案颁布后转向共同推进等阶段。各州从完善数据治理机构、实行利益相关者分类使用、开展教师数据使用能力培训、建立数据隐私保护体系等方面,保障系统正常运行。在州纵向数据系统的运用方面,主要服务于教育研究者、教育管理者和一线教育工作者的教育决策需要,通过早期预警系统解决学生辍学问题,帮助学校和就业部门做好入学和就业工作,并为学术研究提供强有力的数据支撑。
The State Longitudinal Data System in U.S.A. is designed to help states, districts, schools,educators and other stakeholders manage, analyze and use educational data. The construction process of that system has gone through three phases, including the official launch after the enactment of NCLB Act,the entry into the P-20 W construction after the promulgation of ARRA Act, and the transition to the joint promotion after the ESSA Act. To ensure the normal operation of the SLDS system, states in America improve the institutions of data governance, separate data usage of stakeholders, develop teachers' ability to process data, and establish private data protection systems. The State Longitudinal Data System mainly serves the education decision-making needs of educational researchers, educational managers and frontline educational workers. Early warning system can solve the problem of students dropping out of school, help schools and employment departments to perform well in enrollment and employment, and provide strong data support for academic research.
The State Longitudinal Data System in U.S.A. is designed to help states, districts, schools,educators and other stakeholders manage, analyze and use educational data. The construction process of that system has gone through three phases, including the official launch after the enactment of NCLB Act,the entry into the P-20 W construction after the promulgation of ARRA Act, and the transition to the joint promotion after the ESSA Act. To ensure the normal operation of the SLDS system, states in America improve the institutions of data governance, separate data usage of stakeholders, develop teachers' ability to process data, and establish private data protection systems. The State Longitudinal Data System mainly serves the education decision-making needs of educational researchers, educational managers and frontline educational workers. Early warning system can solve the problem of students dropping out of school, help schools and employment departments to perform well in enrollment and employment, and provide strong data support for academic research.
引文
[1]王正青,徐辉.大数据时代美国的教育大数据战略与实施[J].教育研究,2018(2):120-126.
[2]麦奎甘·萨帕.纵向数据大革命[M].胡俊,译.北京:清华大学出版社,2015:45.
[3]MCCANN C,KABAKER J C.Promoting data in the classroom:innovative state models and missed opportunities[R].New America Foundation,education policy program,2013:17.
[4]SWANSON D A.The frontiers of applied demography[M].California:University of California Riverside,2017:9.
[5]National Center for Education Statistics.Best practices briefs[EB/OL].[2018-03-20].https://nces.ed.gov/programs/slds/publications.asp.
[6]彭雪涛.美国高校数据治理及其借鉴[J].电化教育研究,2017(6):76-81.
[7]National Center for Education Statistics.Traveling through time:the forum guide to longitudinal data systems book IV:advanced LDSusage[EB/OL].[2018-02-18].https://nces.ed.gov/pubs2011/2011802.pdf.
[8]傅钢善,王改花.基于数据挖掘的网络学习行为与学习效果研究[J].电化教育研究,2014(9):53-57.
[9]Department of Colorado Education.The colorado growth model frequently asked questions[EB/OL].[2018-03-10].http://assessment.aurorak12.org/wp-content/uploads/sites/5/2009/06/2009_07_02_FAQ.pdf.
[10]Congress.gov.Student digital privacy and parental rights act of 2015[EB/OL].[2018-05-30].https://www.congress.gov/bill/114thcongress/house-bill/2092.
[11]王正青.大数据时代美国学生数据隐私保护立法与治理体系[J].比较教育研究,2016(11):28-33.
[12]GROVER J.Opportunity through education:two proposals[R].Washington D.C:Brookings Institution,2011:181-186.
[13]CONAWAY C,KESLER V,SCHWARTZ N.What research do state education agencies really need?The promise and limitations of state longitudinal data systems[J].Educational evaluation and policy analysis,2015,37(1):16-28.
[14]Massachusetts Department of Elementary and Secondary Education.Cohort 2017 four-year graduation rates-state results[EB/OL].[2018-02-23].http://www.doe.mass.edu/infoservices/reports/gradrates/.
[15]National Center for Education Statistics.Development and use of early warning systems.SLDS spotlight[EB/OL].[2018-02-23].http://files.eric.ed.gov/fulltext/ED565705.pdf.
[16]College&Career Readiness&Success Center.Harnessing the potential of statewide longitudinal data systems to support college and career readiness[EB/OL].[2018-12-12].http://files.eric.ed.gov/fulltext/ED573154.pdf.
[17]国家中长期教育改革和发展规划纲要工作小组办公室.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].(2010-07-29)[2018-03-10].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/info_list/201407/xxgk_171904.html.
[18]中华人民共和国教育部.教育信息化十年规划(2011-2020年)[EB/OL].(2010-03-13)[2018-03-10].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/s3342/201203/xxgk_133322.html.
[19]刘革平,余亮,龚朝花,等.教育信息化2.0视域下的“互联网+教育”要素与功能研究[J].电化教育研究,2018(9):37-42.
[2]麦奎甘·萨帕.纵向数据大革命[M].胡俊,译.北京:清华大学出版社,2015:45.
[3]MCCANN C,KABAKER J C.Promoting data in the classroom:innovative state models and missed opportunities[R].New America Foundation,education policy program,2013:17.
[4]SWANSON D A.The frontiers of applied demography[M].California:University of California Riverside,2017:9.
[5]National Center for Education Statistics.Best practices briefs[EB/OL].[2018-03-20].https://nces.ed.gov/programs/slds/publications.asp.
[6]彭雪涛.美国高校数据治理及其借鉴[J].电化教育研究,2017(6):76-81.
[7]National Center for Education Statistics.Traveling through time:the forum guide to longitudinal data systems book IV:advanced LDSusage[EB/OL].[2018-02-18].https://nces.ed.gov/pubs2011/2011802.pdf.
[8]傅钢善,王改花.基于数据挖掘的网络学习行为与学习效果研究[J].电化教育研究,2014(9):53-57.
[9]Department of Colorado Education.The colorado growth model frequently asked questions[EB/OL].[2018-03-10].http://assessment.aurorak12.org/wp-content/uploads/sites/5/2009/06/2009_07_02_FAQ.pdf.
[10]Congress.gov.Student digital privacy and parental rights act of 2015[EB/OL].[2018-05-30].https://www.congress.gov/bill/114thcongress/house-bill/2092.
[11]王正青.大数据时代美国学生数据隐私保护立法与治理体系[J].比较教育研究,2016(11):28-33.
[12]GROVER J.Opportunity through education:two proposals[R].Washington D.C:Brookings Institution,2011:181-186.
[13]CONAWAY C,KESLER V,SCHWARTZ N.What research do state education agencies really need?The promise and limitations of state longitudinal data systems[J].Educational evaluation and policy analysis,2015,37(1):16-28.
[14]Massachusetts Department of Elementary and Secondary Education.Cohort 2017 four-year graduation rates-state results[EB/OL].[2018-02-23].http://www.doe.mass.edu/infoservices/reports/gradrates/.
[15]National Center for Education Statistics.Development and use of early warning systems.SLDS spotlight[EB/OL].[2018-02-23].http://files.eric.ed.gov/fulltext/ED565705.pdf.
[16]College&Career Readiness&Success Center.Harnessing the potential of statewide longitudinal data systems to support college and career readiness[EB/OL].[2018-12-12].http://files.eric.ed.gov/fulltext/ED573154.pdf.
[17]国家中长期教育改革和发展规划纲要工作小组办公室.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].(2010-07-29)[2018-03-10].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/info_list/201407/xxgk_171904.html.
[18]中华人民共和国教育部.教育信息化十年规划(2011-2020年)[EB/OL].(2010-03-13)[2018-03-10].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/s3342/201203/xxgk_133322.html.
[19]刘革平,余亮,龚朝花,等.教育信息化2.0视域下的“互联网+教育”要素与功能研究[J].电化教育研究,2018(9):37-42.