SlalcKlde Student Record S%ste .^r:s
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There is a substantial variation across states in the extent to which the development of statewide student record systems has been supported by new financial or staff resources .
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Successful systems gain the early support of program staff as well as MIS and data processing staff . The critical step in system design in most States is the development of a data "dictionary' or handbook specifying clear definitions of data elements and formats that can be consistently applied across local districts . Many States attempt to give local districts a sense of ownership of the system by giving district representatives joint responsibility for determining the definition of data elements and system design . Few States bring all districts and all data elements on line at once ; rather, the process typically is incremental, adding districts and/or data subsystems over time .
Content
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Data needs at the State level are largely determined by State and Federal reporting requirements . _
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The perceived need for various types of data differs substantially from one State to the next.
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The size of the State -- the numbers of students and school districts in its borders -strongly influences how statewide student record systems are organized .
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In some States, the student record system is part of an integrated management system ; in such cases, it does not make sense to consider student records independent of staff or financial information.
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Relatively few States rely on a single softwarelbardware configuration at the district level ; but those states with regional processing centers are likely to use standardized systems at these regional sites .
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An identification number that unique ly identifies each child in a State is en essential aspc,U of a student-level reco :u system.
Outcomes
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The implementation of comprehensive student record systems in those States that currently have them is so recent that few States have had the opportunity to fully exploit h potential of these systems to inform state-level educational policy .
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Local school districts do not use State systems extensively, especially small districts that lack large res .arch and evaluation staffs.
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