Legislature(2015 - 2016)CAPITOL 106
02/20/2015 08:00 AM House EDUCATION
Note: the audio ![]()
and video ![]()
recordings are distinct records and are obtained from different sources. As such there may be key differences between the two. The audio recordings are captured by our records offices as the official record of the meeting and will have more accurate timestamps. Use the icons to switch between them.
| Audio | Topic |
|---|---|
| Start | |
| Presentation: Postsecondary Commission on Education Regarding the Answers (alaska Navigator: Statewide Workforce & Education-related Statistics) Program | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
February 20, 2015
8:04 a.m.
MEMBERS PRESENT
Representative Wes Keller, Chair
Representative Lora Reinbold, Vice Chair
Representative Paul Seaton
Representative Liz Vazquez
Representative Harriet Drummond
Representative Jonathan Kreiss-Tomkins
MEMBERS ABSENT
Representative Jim Colver
COMMITTEE CALENDAR
PRESENTATION: POSTSECONDARY COMMISSION ON EDUCATION REGARDING
THE ALASKA NAVIGATOR: STATEWIDE WORKFORCE & EDUCATION-RELATED
STATISTICS (ANSWERS) PROGRAM
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
DIANE BARRANS, Executive Director
Postsecondary Education Commission
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Participated in the presentation of the
Alaska Navigator: Statewide Workforce & Education Related
Statistics (ANSWERS) program, and responded to questions.
STEPHANIE BUTLER, Director
ANSWERS Project
Postsecondary Education Commission
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Provided the presentation of the Alaska
Navigator: Statewide Workforce & Education Related Statistics
(ANSWERS) program, and responded to questions.
KERRY THOMAS, Manager
ANSWERS Project
Postsecondary Education Commission
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Participated in the presentation of the
Alaska Navigator: Statewide Workforce & Education Related
Statistics (ANSWERS) program, and responded to questions.
LES MORSE, Deputy Commissioner
Office of the Commissioner
Department of Education and Early Development (EED)
Juneau, Alaska
POSITION STATEMENT: Participated in the presentation of the
Alaska Navigator: Statewide Workforce & Education Related
Statistics (ANSWERS) program, and responded to questions.
ACTION NARRATIVE
8:04:05 AM
CHAIR WES KELLER called the House Education Standing Committee
meeting to order at 8:04 a.m. Representatives Keller, Seaton,
Vazquez, Drummond, Kreiss-Tomkins, and Reinbold were present at
the call to order.
^PRESENTATION: POSTSECONDARY COMMISSION ON EDUCATION REGARDING
THE ANSWERS (ALASKA NAVIGATOR: STATEWIDE WORKFORCE & EDUCATION-
RELATED STATISTICS) PROGRAM
PRESENTATION: POSTSECONDARY COMMISSION ON EDUCATION REGARDING
THE ALASKA NAVIGATOR: STATEWIDE WORKFORCE & EDUCATION-RELATED
STATISTICS (ANSWERS) PROGRAM
8:04:40 AM
CHAIR KELLER announced that the only order of business would be
a presentation from the Postsecondary Commission on Education,
regarding the Alaska Navigator: Statewide Workforce & Education
Related Statistics (ANSWERS) program.
8:05:08 AM
CHAIR KELLER explained the tension that exists for gathering
test and data information regarding students. Many factors are
involved, with some relating to constitutional rights,
accountability for teachers, budgetary concerns, and the
requirement for legislative oversight. Programs, such as
ANSWERS, which are not state generated, can add to the
frustration and tension. He stressed the importance for
maintaining an open dialogue and for everyone to be heard.
8:13:42 AM
DIANE BARRANS, Executive Director, Postsecondary Education
Commission, Department of Education and Early Development (EED),
introduced the presenters for the ANSWERS project, and remained
available for questions.
8:14:52 AM
STEPHANIE BUTLER, Director, ANSWERS Project, Postsecondary
Education Commission, Department of Education and Early
Development (EED), directed attention to the committee packet
and the three page letter dated 2/19/15, addressed to the
Honorable Wes Keller, Chair, Education Committee, from Diane
Barrans, Executive Director, containing four questions from the
committee, and the responses from the Postsecondary Commission,
with supporting documents. She paraphrased the first question
and response, which read [original punctuation provided]:
What relationship is there between Alaska's request
for a No Child Left Behind (NCLB) waiver and a
requirement for the state to participate in a P-20
SLDS [pre-school-20 years of age statewide
longitudinal data system] (Rep. Reinbold)?
In accordance with your direction that this question
should be addressed to the Alaska Department of
Education and early Development (EED), I have
forwarded the information request to the EED
Commissioner's office. I am advised that the NCLB
waiver does not require Alaska develop or participate
in a P-20W SLDS.
REPRESENTATIVE REINBOLD ascertained that a P-20W SLDS was not a
pre-requisite for the NCLB waiver.
8:17:56 AM
MS. BUTLER paraphrased the second question and response, which
read [original punctuation provided]:
What are some examples of relevant questions or
concrete analyses that ANSWERS could produce, and when
might such information be available to inform policy
development or decision-making (Rep. Seaton)?
As noted in the ANSWERS presentation to the House
Education Committee, information requests must: 1) be
relevant to evaluating Alaska's education program
outcomes; 2) require linking of cross-sector data;
and, 3) ensure there is no privacy violation of the
population being reported on. Attached is the ANSWERS
policy questions handout, with samples of concrete
information requests or products listed after each.
One of the first stakeholder outreach projects for the
ANSWERS program director and his staff will be
contacting legislators to solicit their specific
informational interests and information requests. The
goal of this process will be to identify the issues
which are of the greatest interest to the legislature
and other policy makers and use this information to
develop a reporting agenda and related reporting
timeline to support informed decision-making.
8:19:41 AM
CHAIR KELLER asked who will make the determination of the
criteria.
MS. BUTLER responded that the responsibility will be under the
purview of the project manager, to ensure that report requests
conform appropriately. The Executive Governance Board will have
oversight of the project manager and set the policies that will
direct the ANSWERS staff activities. The board seats the
commissioners of Education and Labor, the University of Alaska
(UA) President and the Executive Director of the Alaska
Commission on Postsecondary Education (ACPE).
CHAIR KELLER inquired whether P-20 is currently functioning, and
whether valid requests have been submitted.
MS. BUTLER answered that P-20 is in the development mode and
reports are not yet being generated. She it is expected to
begin functioning sometime in the summer of 2015.
8:21:47 AM
REPRESENTATIVE DRUMMOND stated her understanding that cross-
linking of the cross-sector data allows the data maintained in
independent silos, by state agencies, to be jointly shared.
Further, the available data will be used to generate reports
that may assist the legislators, when making decisions. She
asked whether P-20 can generate information, at this time.
MS. BUTLER answered that the program is still under development,
with the existing data residing in four unlinked silos. The
ANSWERS program will combine the data to provide long term
citizen success reports to the state policy makers, thus
significantly expanding the ability of policy makers to evaluate
the education pipeline. It is currently possible to link the
information; however, it is an expensive, time consuming,
manually laborious process. The ANSWERS program will retrieve
sub-sets of information from the four silos, and de-identify the
data to ensure a secure environment. The information that is
stripped from the data is the personally identifiable
information (PII), as defined in the Alaska Personal Protection
Law (APPL).
REPRESENTATIVE DRUMMOND suggested that a future vision may be to
include data from the Department of Corrections (DOC) for
analysis purposes. It may provide insights to reason for the
high incarceration and recidivism rates in Alaska, she
conjectured. In response to prompting from the chair she
expanded that personal information from the Department of Health
and Social Services (DHSS) may also be helpful in many ways.
Having information in separate agency silos does not provide a
full picture.
CHAIR KELLER acknowledged that the goal is to make informational
data available, and asked whether reports are available now, and
what are the standards for who has access; could he, as an
elected official, receive a password and gain access to the
system.
MS. BUTLER explained that cross sector reports are currently
generated; however, compilation is handled manually. An example
is the annual outcomes report that is created for the Alaska
Performance Scholarship (APS), and she directed attention to the
committee packet handout labeled, "APS Statistics at a glance
2015," published by the Alaska Commission on Postsecondary
Education. The data used to generate this report links data
from K-12 and postsecondary, as well as the workforce. The
report is required by the legislature, as a means for policy
makers to understand the return on investment when allocating
funds for the APS. She pointed out that the infographic
illustrates the number of students qualifying for the
scholarship, college remediation levels, actual use and payout
of the funding, as well as postsecondary and employment
performance. Basically, she said it allows an understanding of
whether the program is fulfilling the long term intent. To the
access question, she said compliance is handled by each agency
that is responsible for collection and maintenance of data,
regarding both state and federal applicable laws. She assured
the committee that no individual would be allowed a password for
access to any of the information.
8:33:44 AM
CHAIR KELLER surmised that the K-12 data can easily be accessed
by the commission to produce the referenced outcomes report, as
well as being available to anyone in EED. He asked whether data
from the Department of Law was used, for compiling the report,
and if so, what steps were postsecondary staff required to take
to access that agencies data.
MS. BUTLER explained that the Department of Law information is
not accessed by the commission. The cooperating agencies,
provide data under a memo of understanding (MOU), which requires
an arduous process to link the data for each research project
requested.
8:34:39 AM
REPRESENTATIVE SEATON asked about the pre-kindergarten data, how
it will be assembled, and whether legislative action is required
to gain information for the P-20 Workforce database on this age
group.
MS. BUTLER confirmed that the state's K-12 data contains limited
pre-kindergarten data, and suggested that invitations to
providers, to share information voluntarily, may be one
possibility. She then deferred.
8:36:03 AM
KERRY THOMAS, Manager, ANSWERS Project, Postsecondary Education
Commission, Department of Education and Early Development (EED),
added that the P-20 is a general term used nationally, and
available information does vary between states. The scope of
the grant is to develop the program, and future information may
be included, once the longitudinal data system is up and
running.
REPRESENTATIVE SEATON confirmed that the system is being
designed to efficiently add on additional databases, without
requiring reconfiguration.
MS. THOMAS said, "Correct."
8:37:19 AM
CHAIR KELLER clarified that the grant application included four
state agencies, and did not indicate that other agencies might
be added to the system.
MS. THOMAS said the grant is limited to linking the four
partnered agency databases. Plans do not exist for bringing in
other databases, but the scope of the system will allow for that
possibility, should the need arise.
8:38:25 AM
REPRESENTATIVE REINBOLD said that as a member of the
postsecondary education board this area is of particular
interest. She cited a document titled, "U.S. Department of
Education, APPLICATIONS FOR GRANTS UNDER THE Statewide,
Longitudinal Data Systems, CFDA#84372A, PR/Award R372A120007,
Grants.Gov Tracking#: GRANT11025793," (U.S. Longitudinal Grant)
and asked whether postsecondary is familiar with the grant.
MS. BUTLER responded yes.
REPRESENTATIVE REINBOLD asked for comment on the Unity Project,
after paraphrasing from page 16 of the U.S. Longitudinal Grant,
which read [original punctuation provided]:
In FY06, DEED received a $3.5 million award from the
IES to build a statewide K-12 longitudinal data
system. This fueled a statewide effort to meet NCLB's
present and future challenges regarding education data
by unifying over 20 disparate data collection,
involving schools using myriad reporting
methodologies, into one unified data structure,
utilizing uniform reporting methods, and delivering
accurate, timely and accessible K-12 student-level
data to stakeholders.
MS. BUTLER deferred to the department for details regarding the
grant.
REPRESENTATIVE REINBOLD continued paraphrasing from the grant
document, which read [original punctuation provided]:
The next logical step is linking the increasingly
robust OASIS (Online Alaska School Information System)
data sets with postsecondary and workforce data so
Alaska can answer pressing policy question to
determine what works and better allocate increasingly
scarce resources to maximize student opportunity for
success.
MS. BUTLER confirmed the goal to link the postsecondary and
workforce databases.
8:40:50 AM
REPRESENTATIVE REINBOLD, providing background information and
posing a related question, paraphrased from a prepared
statement, which read [original punctuation provided]:
In 2011, ACPE applied for a grant to create the P-20W.
The CFDA is 84.372. It has three priorities, and
Alaska applied under the third priority - to link Work
Force and Higher Education Data to K-12 data.
One technical requirement of that grant listed on page
2 of the RFP states that the data will include "Yearly
test records of individual students with respect to
assessments under section 1111(b) of the Elementary
and Secondary Education Act of 1965;"
Is this the Standards Based test, or the [AMP] test
that Alaskan students will be taking in March, or is
this some other test? How will this data be accessed
and included in the database?
MS. THOMAS concurred that the assessment referred to is the
Alaska Measures Progress (AMP).
REPRESENTATIVE REINBOLD asked how the data be will assessed and
included in the data base.
MS. THOMAS responded that it would be incorporated via the EED
secure upload application, de-identified, and loaded into the
longitudinal data system.
REPRESENTATIVE REINBOLD said that the technical specifications
refer to college and career readiness exam results, and asked
for further identification of the tests.
MS. THOMAS said that the Scholastic Achievement Test (SAT),
WorkKeys, and the ACT, Inc., exam scores, as received from the
national providers, will be included.
8:43:14 AM
REPRESENTATIVE REINBOLD pointed out that another aspect of the
grant is data on students not being tested, and asked what type
of information this includes, as well as how it will be sourced.
MS. BUTLER said examples of excluded data would be students who
are not in the educational pipeline and not taking the standard
tests.
REPRESENTATIVE REINBOLD asked if any information could be
collected on students outside of the system.
MS. BUTLER replied that data would be gathered if a student
entered the system at the postsecondary level, studied for the
GED test, or entered the technical workforce system.
8:44:26 AM
REPRESENTATIVE VAZQUEZ asked for a further explanation of the
de-identification of data.
MS. BUTLER reviewed that specific identifying factors are
striped from the data, upon entry into the ANSWERS system,
including: names, birthdates, and addresses. The PII is then
transmitted to a repository, held separately from the ANSWERS,
reportable database.
REPRESENTATIVE VAZQUEZ queried what type of safeguards exist to
ensure that the PII is maintained separately and is secure from
hacking efforts.
MS. BUTLER explained that an automated system separates the PII
from the analysis data, with built-in system audits and logs, as
well as anticipated manual audits to ensure appropriate privacy
law compliance. Additionally, separate servers will be used to
house these two components.
REPRESENTATIVE VAZQUEZ questioned the type of training required
for the users and maintainers of the databases.
MS. BUTLER said background checks will be conducted, and all
state requirements be met. Additional requirements will be
implemented for staff directly using the data that includes
demonstration to an institutional review board an understanding
of the complexities and issues involved when handling this type
of information.
REPRESENTATIVE VAZQUEZ asked for the statute references that
relate to any consequences resulting from the misuse of the
data.
MS. BUTLER offered to provide that information. Additionally,
an overarching MOU is anticipated, that will include
consequences; a document that is under development.
8:48:22 AM
CHAIR KELLER noticed that a number of contractors have been
identified and pondered that the one chosen to build the ANSWERS
system may also contract with multiple states. He suggested
this may cause some level of concern for whether the data is
driving the policy of the state, or the policy is driving the
data. The procurement method and standards of the contracts are
important, he stressed, notwithstanding the agency MOU.
8:50:22 AM
CHAIR KELLER directed attention to the handout labeled, "EXHIBIT
9. Feedback Data Sources," which represents one page from the
grant application. He qualified the exhibit as a microscopic
view of a large document; however, it clearly indicates the four
agencies that are contributing data to the ANSWERS program, and
the feedback loops that will be generated. If the goal is to
mine the feedback loops, what will be the standards upheld by
the individuals who will have direct access to the information.
8:51:29 AM
REPRESENTATIVE REINBOLD paraphrased a question from a prepared
statement, which read as follows [original punctuation
provided]:
In June 10, 2014, ACPE gave an executive briefing.
The slides are on line and ACPE's website. One slide
indicates cross state data sharing. The last time
ACPE was here, it was indicated that data didn't get
shared across state lines. Is this a policy that
changed since this executive briefing?
MS. BUTLER responded that an initiative exists for sharing of
information across state lines via the Western Interstate
Commission on Higher Education (WICHE). Alaska has been invited
to participate but is not, as yet. Agreement for such action
would be provided through the Executive Governance Board.
REPRESENTATIVE REINBOLD noted that student's with college loans
are tracked across state lines and assuming that the data is
linked, she asked how the K-12 data is protected.
MS. BUTLER concurred that the student loan borrowers are tracked
state to state. Relative to sharing workforce data, if it were
deemed appropriate to share that data, specific elements would
be segregated for that purpose.
REPRESENTATIVE REINBOLD maintained concern for the possibility
that linked data could cross state lines.
MS. BUTLER responded that, if so directed, it could be done;
however, it would not be an easy process.
8:55:07 AM
CHAIR KELLER indicated concern for a breach of data, and asked
if such action occurred who would at risk; could the legislature
or members be implicated for lack of due diligence.
MS. THOMAS said that the ANSWERS director would manage any type
of misuse or breach; however, the four partner organizations own
the data, as well as the responsibility for that data, and would
bear any recourse either singularly or together depending on the
circumstance.
CHAIR KELLER interjected that statutory guidelines may be
helpful.
8:56:42 AM
REPRESENTATIVE SEATON reviewed his understanding that the
ANSWERS system would be accessed to satisfy approved
informational requests, and to generate applicable reports from
de-identified data, versus sharing/dumping, the entire database.
Further, the access would be restricted to ANSWERS staff, and he
asked whether he is comprehending this correctly.
CHAIR KELLER said that knowledge of the sharing standards is
important, as well as realizing that computer hacking is a real
concern.
REPRESENTATIVE SEATON agreed that it is necessary to maintain a
secure database with access restricted to the ANSWERS staff.
However, requests for information that is best answered through
the integrated information, does not allow anyone access, but
allows the generation of reports that may prove helpful.
CHAIR KELLER suggested that comment by a third party vendor may
be useful, to understand the security of the P-20 system as it
currently exists.
MS. BUTLER confirmed Representative Seaton's understanding of
the process for accessing the information, and underscored that
data dumping would not occur. Approved research questions would
be posed and responded to appropriately, she said.
9:02:52 AM
REPRESENTATIVE REINBOLD referred to the Alaska State
Constitution, Article 1, Sec. 22, and read the privacy article,
amended in 1972, which states:
The right of the people to privacy is recognized and
shall not be infringed. The legislature shall
implement this section.
REPRESENTATIVE REINBOLD opined that data mining is a concern and
protecting privacy is important. She reported having accessed
the Online Alaska School Information System (OASIS) system, with
seven domains available for access. Upon selecting a domain tab
labeled "Students," then further selecting "Health Records," she
had the opportunity to know how much weight a student's mother
had gained, during pregnancy. The type of data being collected
is disturbing, she stressed, and questioned the need for such
information.
MS. THOMAS deferred comment regarding why EED collects that
information; however, she confirmed that the ANSWERS policy
questions do not require that type of data, nor would it be part
of the sub-set of data that would be submitted by EED for use in
ANSWERS. The contributing data owners select the data for
submission, to ANSWERS, which does not include all of the
information collected for specific purposes and requirements of
that agency.
9:05:31 AM
CHAIR KELLER referred to the handout, "EXHIBIT 9. Feedback Data
Sources," and directed attention to a list of information in a
box with the heading, "K-12 Data from DEED," to state that this
is the information being contributed to the database by EED, and
the agency has been invited to comment.
9:06:09 AM
REPRESENTATIVE REINBOLD continued, and asked whether the online
information contained in OASIS will be linked to ANSWERS.
MS. THOMAS responded that it will not be linked, but an
extracted sub-set of OASIS data, that has been de-identified and
is relevant to the ANSWERS policy questions, will be
transmitted, processed, and stored in the longitudinal
information system.
9:06:54 AM
REPRESENTATIVE DRUMMOND referred to the committee packet five
page handout titled, "ANSWERS Frequently Asked Questions-
Alaska's P-20W SLDS; Updated February 19, 2015," the third page,
and paraphrased the question and response, which read [original
punctuation provided]:
What is the Federal Law that governs what student
information may be released?
The Family Educational Rights and Privacy Act of 1974
(FERPA), as amended, or 20 USC 1232g (implementing
regulations are 34 CFR Part 99). There are not
exceptions that permit the release of data that could
result in an individual's identity becoming publicly
known. Exceptions are allowed for certain non-public
program evaluation and research purposes, subject to
detailed agreements, research structures, data
destruction policies, and similar privacy protections.
9:08:51 AM
REPRESENTATIVE REINBOLD maintained her concern for the
possibility of private information being breached. She stated
her understanding that FERPA, as originally passed, would never
have allowed this information to be used in this way and asked
what was changed in the law; has a Presidential Executive Order
(EO) been enacted.
MS. BUTLER responded that FERPA provides for officials and
departments of education, to use school data for the purpose of
analyzing outcomes.
REPRESENTATIVE REINBOLD opined that the ANSWERS system is
illegal on both federal and state levels. She cited "2003 US
Code, Title 20 EDUCATION, CHAPTER 70 STRENGTHENING AND
IMPROVEMENT OF ELEMENTARY AND SECONDARY SCHOOLS, SUBCHAPTER IX
GENERAL PROVISIONS, Part E Uniform Provisions, subpart 2 other
provisions, Sec. 7911 Prohibition on nationwide database, to
paraphrase the information, which read [original punctuation
provided]:
Nothing in this chapter (other than section 6398(b) of
this title) shall be construed to authorize the
development of a nationwide database of personally
identifiable information on individuals involved in
studies or other collections of data under this
chapter.
[Further citation notes: Pub. L. 89-10, Title IX, §9531,
as added Pub. L. 107-110, Title IX, §901, Jan. 8, 2002, 115
Stat. 1984. Prior Provisions: A prior section 7911, Pub.
L. 89-10, Title IX, §9211, as added Pub. L. 103-382, Title
I, §101, Oct. 20, 1994, 108 Stat. 3804, set out
administrative provisions, prior to the general amendment
of this subchapter by Pub. L. 107-110. See section 7516 of
this Title.]
MS. BUTLER offered that the grant to build the ANSWERS system is
from the DOE, which administers FERPA, and ensures all
activities are compliant.
MS. THOMAS added that the member's reference is to a federal
database. She pointed out that ANSWERS is a state database and
does not share data with the federal government.
9:11:59 AM
REPRESENTATIVE DRUMMOND noted the previous comment that, in many
states, the health and social services and corrections data is
included in the longitudinal system, and asked whether it would
be possible to access the information generated from those P-20
programs and view the results.
MS. THOMAS answered, "Yes." She offered to provide the links
and contact names for the states that have available
information. To a follow-up question, she said many states are
far ahead of Alaska, such as Florida that has been doing
longitudinal data work since the early 1990's.
9:13:27 AM
REPRESENTATIVE REINBOLD stated her concern regarding the amount
of data being gathered and the links being made and reporting
that security breaches have occurred in Kansas. She paraphrased
further from the U.S. Longitudinal Grant, page e16 which read
[original punctuation provided]:
Alaska Data Systems
Alaska has longitudinal data systems within each of
the four participating agencies (DEED, ACPE, UA, and
DOLWD) for this project. These will serve as the
foundation blocks for the Alaska SLDS. The system
will integrate data from these four sources. This
initiative is well-timed given the recent amendments
to the Family Education Rights and Privacy Act
(FERPA). The revised regulations provide guidance to
the SLDS project by clarifying Alaska's abilities to
share data across agencies, and the responsibilities
the state assumes by doing so. The clarification of
FERPA occurred at an opportune time as we work to
build an efficient powerful and protected system to
perform longitudinal research in the state.
MS. BUTLER clarified that no new data is being collected. The
ANSWERS system is being built using sub-sets of extracted
information, which exists in the separate silos maintained by
the four participating agencies. The data is being de-
identified, encrypted, and protected within the same secure,
state maintained environment, where it has existed since being
collected.
9:17:06 AM
MS. BUTLER paraphrased the third question and response, which
read [original punctuation provided]:
What legal authority compels collection of data that
may be linked in ANSWERS (Rep. Keller)?
The data being linked through ANSWERS are subsets of
data already collected and maintained by various state
programs relative to student participation in a
publicly funded program such as the Alaska K-12
system, University of Alaska programs, Alaska
Commission on Postsecondary Education programs, or
Alaska Department of Labor and Workforce Development
programs. Collection of student and workforce member
data is a condition of participation in certain
publicly-funded programs. Individuals may opt out of
these data collection by attending private schools or
home-schooling, or by being self-employed in the case
of employment data. I have forwarded your question to
EED Commissioner's office and requested citations to
the specific laws applicable to K-12 student data
collection. Specific to employment data, the
authority is the Employment Security Act, Alaska
Statute 23.20.
MS. BUTLER paraphrased the fourth question, which read [original
punctuation provided]:
What is the interoperability between the data sets
that will be linked in ANSWERS (Rep. Reinbold)?
MS. BUTLER deferred the response.
9:18:35 AM
MS. THOMAS paraphrased the fourth response, which read [original
punctuation provided]:
Relative to the ability of the different information
technology systems and software applications used by
each of the four data providers to exchange data in
such a way that the information was both secure and
usable, interoperability was a prime focus of ANSWERS
design. To that end, because the systems and their
data do not reside on a single technological platform,
data extract, transformation, and load (ETL)
algorithms were developed for each selected data
element, to ensure common formats. For example, in
different systems, the data element "gender" may be
male, female, and unknown. In another it may be M, F,
and O. In a third, it may be represented by numerals
such as 1, 2, and 3, etc. When designing the process
by which each system's data is loaded into ANSWERS,
the source system values will be maintained and a
transformed value created to standardize across all
data sources for ease of use in reporting. In
accordance with ANSWERS commitment to transparency, a
data dictionary with plain-English descriptions of
data elements is scheduled for publication on the
ANSWERS website when the system goes live.
The attached Alaska Performance Scholarship
infographic illustrates that, although the data may
currently be used for cross-sector analyses, the data
used for those current analyses cannot be de-
identified upon ETL, it must be manually extracted and
linked, and then loaded into another system for
analysis under parameters set out in a project-
specific MOU between data providers, who normally rely
upon each other to destroy the extracted data and
associated personally identifiable information (PII)
upon completion of the project. ANSWERS will allow
for the existing data to be used for cross-sector
analysis without the risk of PII proliferation, and
without identified data ever leaving the state's
protected environments. The result is greatly
enhanced reporting capacity, significant reporting
efficiency gains, and substantial improvements to data
security in the process.
9:20:17 AM
REPRESENTATIVE REINBOLD referred to the funding aspect, and
paraphrased from a prepared statement to pose a question, which
read [original punctuation provided]:
Under the American Recovery and Reinvestment Act our
state received funding from the U.S. Department of
Education in the form of a Phase II state Fiscal
Stabilization Fund Grant in exchange for the State's
commitment to advance education reform in key areas as
outlined by the U.S. Department of Education (SFSF,
pg3).
The grant application state that the creation of a
"crosswalk" between the various data systems in place
throughout Alaska will be a significant project that
will undergird the architecture and development of the
ANSWERS SLDS. "Accordingly, Alaska will devote
significant project resources, human and otherwise, to
ensuring this key infrastructure piece is
developed..." (SFSF, pg. 90)
It is stated in the grant that the last three phases
of this process will be completed using state funds.
How much has Alaska spent on this project to date?
MS. THOMAS responded that the grant referred to is not the P-20W
SLDS, because all six outcomes of the grant project are
scheduled to be funded through the federal grant.
REPRESENTATIVE REINBOLD inquired about the funding source that
pays for the salaries and benefits of those working on the
ANSWERS project.
MS. THOMAS explained that the $4 million grant funding pays the
majority of the ANSWERS project workers. In-kind contributions
from the partner agencies does occur, but is absorbed by those
departmental budgets; a minimal amount.
REPRESENTATIVE REINBOLD questioned what aspect is covered by
state funds.
MS. THOMAS said the in-kind contribution is a state expense, and
offered to provide further information.
REPRESENTATIVE REINBOLD requested a rough estimate.
MS. THOMAS estimated less than $500 thousand.
REPRESENTATIVE REINBOLD asked to have the amount calculated from
2006 and projected into the future for 10 years.
9:25:20 AM
REPRESENTATIVE REINBOLD moved to the question of privacy, to ask
for an explanation of data marks. She paraphrased from a
prepared statement, which read [original punctuation provided]:
In the Phase II State Fiscal Stabilization Fund Grant
it was stated that the creation of this data system
would facilitate "data marts" that would allow for
research and analysis by not only our state Department
of Education but also "non-education individuals" who
wish to access the datasets for their own research
(SFSF, pg. 91).
MS. THOMAS said the State Fiscal Stabilization Fund Grant does
not relate to the work being done on the P-20W SLDS.
MS. BUTLER added that there would be an opportunity, in the
system, for a research company such as the McDowell Group, to
access data that is de-identified and aggregated.
REPRESENTATIVE REINBOLD inquired about the responsibility of the
governing board, and requested a copy of the policies;
specifically policy related to data access by research groups.
MS. BUTLER reported that the staff of ANSWERS have been directed
by the governing board to develop the policies to ensure guarded
access; the policies are in the early stages of development.
REPRESENTATIVE REINBOLD asked who is directly involved in
creating the policy and for a copy to be forwarded to the
committee.
9:29:07 AM
CHAIR KELLER identified that a weak point in the development of
the P-20 system is the lack of a legislative liaison.
9:30:24 AM
REPRESENTATIVE SEATON reflected on why this system is being
built. He recalled that ANSWERS was developed due to a direct
request from the legislature, as a means to identify student
outcomes and improve the state educational system. A method for
measurement and accountability of the students, during formative
years as well as outcomes at the postsecondary/workforce levels,
was deemed necessary in order to evaluate programs and
educational approaches. Without this ability, he opined, the
legislature is sitting blind. Thus, the use of de-identified
information to drive an integrated mechanism for better
understanding must be considered. In the past, the effects of
the state funded programs have not been tracked in a meaningful
way. It is important to clarify the details, he finished.
CHAIR KELLER added that the legislative intent also includes
other elements for consideration, which have recently taken on
new meaning. In addition, student success ultimately lies with
the parents, and not through the legislature overseeing a series
of tests, bars and hurdles. He suggested, that the picture has
changed, since the ANSWERS system was authorized.
REPRESENTATIVE REINBOLD opined that the resources being spent on
data collection should be directed to the classroom. Security
breaches are a major concern and big government does not belong
in the classroom.
9:37:21 AM
LES MORSE, Deputy Commissioner, Office of the Commissioner,
Department of Education and Early Development (EED), said the
data is collected by the department through multiple methods,
primarily the On-line Alaska Student Information System (OASIS);
the program used to comply with statutory requirements, which
focuses on demographic information. Each district provides
information for entry, which is used for generating reports to
satisfy both the state and federal interests. He explained that
OASIS was implemented as a means to streamline the collection of
district information required to be filed on each program; Title
as well as state sponsored programs. In doing so, duplication
of effort was also eliminated. Referring to the handout titled,
"EXHIBIT 9. Feedback Data Sources," he said some information in
OASIS is provided by other sources, such as student test scores
from vendors, and all of the data combined is used to fulfil the
list headed "K-12 Data from DEED." The reports generated are
the means for the department to meet accountability requirements
under state and federal law to ensure educational standards are
being met.
9:41:07 AM
MR. MORSE moved to the handout titled "Alaska Statewide
Assessments, Updated February 2015," and stated that the
assessment information listed in the handout does not
automatically become part of the ANSWERS database, even though
ANSWERS receives the benefit from some of data indicated. As an
example, he said the standards based assessments (SBAs), now
referred to as Alaska measures of progress (AMP), would be
included in ANSWERS; however, other assessments listed in the
handout are not made part of that database. He suggested it may
be helpful to understand the individual assessments, where the
data is stored, and to know that the data only becomes part of
ANWERS if it is necessary for use in generating a response to a
research inquiry. He reviewed each of the six column headings,
which read: Purpose; Assessment Dates; Grade Level; Content
Area; Statute and Regulation; and Where is Data Securely Stored.
9:44:11 AM
MR. MORSE began with the first assessment category, titled
"Kindergarten Developmental Profile," and explained that this is
strictly a state requirement, using protocol methods to assess a
child's abilities prior to entering school. One example would
be to observe if a child is able to prepare to read a book:
identify the front of the book, hold it right-side up, and open
it appropriately. The data is held within the district and
submitted to the department where it is aggregated to produce
reports; as required by law. Germaine to all of the aggregated
reports, when a district or school reports only a few students
in a grade level, the report does not provide information
regarding performance and automatically substitutes an asterisk.
This omission of information prevents the data from being
reported at these levels, thus ensuring privacy protection for
small facilities.
9:45:52 AM
MR. MORSE continued with the state and federally required
"Standards based assessments (SBA)," which also comprise part of
the new AMP. The information is held by the district, the
department, and the contracted vendor working on behalf of the
state. The vendor supplies the assessment and makes reports to
all the concerns, including: students, parents, schools,
districts, and the department. He pointed out that this is the
largest assessment proctored, and an alternative format is
available to any student with severe cognitive disabilities.
9:47:59 AM
MR. MORSE said the next category, "English Language Proficiency
Assessment," is required by federal law and state regulation.
It is also handled by a contracted vendor and handled similarly
to the SBA. He moved to the next listed heading, "National
Assessment of Educational Progress (NAEP)," which provides a
clear picture for comparing how Alaskan students perform in
relation to schools across the nation. The NAEP is required by
federal law and state regulation, and is administered by a
federal agency. The data is held at the National Center for
Educational Statistics and the state has limited access;
primarily to receive aggregated results.
9:49:43 AM
MR. MORSE moved onto the category headed, "College, Career Ready
Assessments," to note that these are the WorkKeys, ACT, or SAT
assessments, as governed under state statute. The vendors
proctor the tests, and maintain the data, providing it to the
students, who give permission and direct where the results are
to be submitted. The department receives the information for
accountability purposes, and as part of the Alaska Performance
Scholarship (APS). The final category, "Early Literacy
Screener," is required under regulation, in compliance with
education authority laws; AS 14.07.020 and AS 14.07.060. The
screening began through a request from the legislative. The
department grants money to districts, which then select an
assessment from several available choices, in order to
accomplish the screening. The district maintains the data and
provides it to the department.
9:52:09 AM
MR. MORSE explained how the securely stored data from each of
the described assessments is shared: into the ANSWERS system,
or in response to other legitimate requests. He said that, in
accordance with FERPA, school officials have the right to
collect data for program/performance evaluation purposes; a long
standing provision. Data use for research purposes has recently
been clarified under FERPA, for the benefit of the state. If
the governing body for ANSWERS requested the SBA assessments,
prior to authorizing the data submission, the department would
review four specific criteria under FERPA: purpose, scope and
duration; purposes for the study and how it relates to a written
agreement; restriction agreements for the staff that could view
the information; and finally the destruction criteria for all
identifiable information. At the conclusion of the project, the
information must be destroyed. In practicality, for example, a
district might request information on how a schools third grade
students eventually performed on a 10th grade assessment. The
request would result in an agreement for a study, with a
duration time of nine months. At the conclusion of nine months,
all the data provided must be destroyed, and only the
aggregated, de-identified, report remains. This is the standard
protocol for how many reports are currently generated regarding
educational initiatives. Throughout the process, assurances and
agreements must be in place to protect the concerned interests.
In finishing, he assured the committee that legal oversight is
part of the process, stating that anytime an MOU is entered
into, the department attorneys, as well as those at the
Department of Law, are involved.
9:58:04 AM
REPRESENTATIVE DRUMMOND referred to the assessment handout, and
noted that NAEP is administered to selected students on certain
years. She questioned whether all fourth and eighth grade
students take the test, and followed-up to ask how the
participating student sample is selected.
MR. MORSE explained that not all students are tested. A
statistical sample size is used to provide a state performance
number. In Alaska, it requires about 50 percent of the students
to participate, in order to meet the sample requirement. He
said that information on every student is included in the
potential pool, along with the demographic information, to
choose the representative assessment group. A school will only
be excluded if the school sample is deemed too limited, or the
location prohibitive due to remoteness, and if a similar sample
can be proctored in another locale.
10:01:32 AM
REPRESENTATIVE SEATON asked about the requirement for WorkKeys
results to be included on the high school transcripts, and
whether that has changed, as it is not indicated as such in the
assessment handout.
MR. MORSE noted that it is an error on the handout, and he
clarified that the high schools do receive that data.
10:02:56 AM
CHAIR KELLER announced the next meeting, and thanked the day's
participants.
ADJOURNMENT
There being no further business before the House Education
Standing Committee, the meeting was adjourned at 10:03 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| House Education Letter_02 19 15.pdf |
HEDC 2/20/2015 8:00:00 AM |
|
| Alaska Statewide Feedback Report.pdf |
HEDC 2/20/2015 8:00:00 AM |
|
| ANSWERS Policy Qs _ Research Examples.pdf |
HEDC 2/20/2015 8:00:00 AM |
|
| ANSWERS_FAQ.pdf |
HEDC 2/20/2015 8:00:00 AM |
|
| APS at a Glance 2015.pdf |
HEDC 2/20/2015 8:00:00 AM |
|
| Big Mountain Example 073014 am.pdf |
HEDC 2/20/2015 8:00:00 AM |
|
| Assessment Program_HEDU_021915.pdf |
HEDC 2/20/2015 8:00:00 AM |