Student Data: Classroom Data and Student Records
Schools and classrooms are special environments protected by particular rules and regulations. In many cases, you will be required to use De-identified data in order to protect student confidentiality. Student records and the collection of materials or exams from previous classes are typical archival data sources for education research.
Classroom data: The following refers to data that were collected in a previous semester or class as part of the normal classroom activity. For example, if a researcher wanted to compare scores on a math test given to second graders at the end of the second grade year versus their scores on the same test take at the beginning of the third grade year, and the test was given as part of the school’s routine schedule prior to beginning the study, the tests are archival data. These materials are not considered public data, so in order to qualify for exemption, it is necessary that the data are collected in a way that does not identify the individual student. The Board typically asks that a neutral third party link the data to a random code and then strip the identifying information from the data. The neutral third party should be someone who has access to the data outside of the research study. For example, a teacher (who is not the researcher), teacher’s assistant, or school administrators are likely candidates. If the teacher and researcher are the same, the teacher has access to this information because of his professional position, but he or she does not have access to it as a researcher. A neutral third party must strip the data of identifiers and/or obtain consent from the students and parents (if the students are minors) to use the data if you are unable to create a de-identified data set.
Student Records: In addition to federal regulations regarding private records, state and federal regulations exist to specifically protect the privacy of student records. The Family Educational Rights and Privacy Act (FERPA) and Virginia State Code 22.1-287 place limitations on access to student educational records. Researchers, who would not normally have reason or permission to access a student’s educational record, may not access that student’s educational record without prior parental permission. Under certain circumstances, the researcher may request that the school provide de-identified data from student educational records as long as students cannot be identified or deduced from the data set.
Data Base Plus Features
- Customize the database to manage the information your individual school, school district or diocese needs to track.
- Store all information in one centralized database - from basic student records to extended family and sibling relationships, foster family/guardianship information, sports and club activities, honors, health records, and more.
- Use the built-in report writer to design any kind of letter, label, report or other document, inserting any information from Database Plus.
- The report writer supports multiple languages in many reports.
- Each user can customize its layout and navigation to suit their unique job responsibilities and preferences.
Customization Report Writers
Design any kind of letter, label, report or document, using any information from Data Base Plus with the built-in report writer:
- Student directories with alphabetized street addresses
- Staff directories listing names, phone numbers, positions, departments, and homerooms
- Student emergency contact records
- Class birthday lists
- Ready-to-use templates such as locker, birthday and class lists
- Print your reports on any type and size of paper, label or card
- Produce labels in a variety of formats
Make the Data Meaningful
Philosophically, it is easy to see that when children lead their own learning, they can become more responsible, motivated, and involved in their education.
John Hattie, author of Visible Learning Plus, identified the major factors and practices that influence student achievement—from family background, to teacher training, to specific instructional practices. Through his research, Hattie has found the importance of giving students a voice in their learning.
Here are a few suggestions:
- Set up a system so your students know when it is time to fill out their data notebooks.
- Set a time limit on the data-recording sessions so you are able to move forward with classroom instruction in a timely manner.
- Data-recording sessions should correspond with current overarching assessments. This will limit the impact on instructional momentum.
- Determine a specific time for entering data. It could be right before going home, between subjects, or after lunch.
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