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Funded by the Bill & Melinda Gates Foundation and conducted by
the Center for Educational Leadership and Technology (CELT)

Data Model (cont.)

Additional data elements or data model changes that some student information / transactional systems may need to support an effective TSDL:
  • History of changes to the student and teacher schedules
  • Effective date of changes to student and teacher schedules
  • Attendance: Both Presence and Absence
  • Multiple Staff Assigned to a Course-Section
  • Roles for Staff Assigned to Course-Section
  • Other?
At present, it is best practice for teachers and students to be linked by the state-assigned unique educator ID, state-assigned unique student ID, and the course section, which indicates which section of a course a student is registered in and identifies the teacher assigned to teach that section. The definitions of terms used to determine highly qualified teachers (HQT) for the No Child Left Behind Act of 2001 help to identify the teachers and students associated with a course section. The figure below shows the current status of the TSDL in most states. At the most basic level, students are enrolled in courses and sections, and a teacher or team of teachers is scheduled to teach that course. Standards may then be determined and assigned to a course, and these influence what the content should be. The next phase identifies the assessments that tell how well students did in the course, and in some states they may tell how successful a particular course or section was in meeting the standards established for it. However, the effectiveness of an individual teacher in regards to an individual student is not captured.
 
Teacher-Student Data Link 2010 Current Status
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