ERIC Number: ED423349
Record Type: Non-Journal
Publication Date: 1998-Apr
Reference Count: N/A
The New York City Board of Education's Data Systems: An Initial Approach. A Report of the New York Networks for School Renewal (NYNSR) Research Collaborative.
New York Univ., NY. Inst. for Education and Social Policy.
This report describes some of the major New York City Board of Education automated data collection systems and databases, and the ways in which information about individual students in these databases is collected from the schools, aggregated by staff in different central Board of Education offices, and used in school- and district-level reports. The report also describes procedures for correcting student or school-level data when the Board's information is inaccurate. The Central Board of Education maintains a number of different citywide computerized databases, each set up at different times over the last 20 years to fulfill particular needs. Until recently, school or district staff submitted data to various central offices where they were entered manually into computer systems. Today, most data are provided online by the schools directly through the Automate the Schools system for elementary or middle/junior high schools and the University Applications Processing Center for high schools. Some databases are particularly important to the system. The first is the Biofile, the systemwide database that contains basic information for all students enrolled in the New York City Public School System. The Bilofile has the Attendance, exam history, Bilingual Education Student Information System, and Immigrant subfiles. Another systemwide database is the Child Assistance Program system, which is used to keep track of individual special education students. Another is the Division of School Safety database, which collects and stores incident and suspension data. Data on the annual school reports come from these databases. The specific source is identified for information on: (1) number of students; (2) teachers' experience and background; (3) student characteristics; and (4) student achievement. Sources for assistance in completing or using these databases are provided. Four appendixes contain a glossary of acronyms, the names of liaisons and data system coordinators, a list of high school assessment coordinators, and the policy and guidelines for administering city and state assessments to limited English proficient students. (Contains four references.) (SLD)
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Annenberg Foundation, St. Davids, PA.
Authoring Institution: New York Univ., NY. Inst. for Education and Social Policy.