This is an accessible alternate version of the CBEDS overview training. This document provides text translation to the CBEDS overview training, which is posted as a flash file. The CBEDS overview training (non-AAV) flash file should be the version selected by most users.
CBEDS Overview Training:
Presented by Mary DeMartin
California Department of Education, Sacramento, CA
August 2012
Table of Contents
Slide 1 – 2012-13 CBEDS Training
Welcome to the California Basic Educational Data System (CBEDS) training. This training is intended for local educational agencies (LEAs) and independently reporting charter schools that are responsible for completing and submitting school and district level CBEDS data to the California Department of Education (CDE) through the CBEDS Online Reporting Application (ORA).
In addition to this training, there is also a separate presentation that demonstrates how to use the CBEDS ORA.
For the purposes of this presentation, an LEA is defined as a school district, county office of education, California Education Authority, State Special School, State Board of Education (SBE) Charter, or Statewide Benefit Charter (SBC).
Slide 2 – CBEDS Contact Information
Contact information for CBEDS related inquiries is displayed here. Please do not hesitate to contact us with questions or suggestions.
All CBEDS instructions, CBEDS ORA information, letters, key dates, and any other important information related to CBEDS are also available on the CBEDS [http://www.cde.ca.gov/ds/dc/cb/index.asp] Web page.
Slide 3 – Agenda
This CBEDS training includes:
- An overview of CBEDS, which will include;
- A description of CBEDS,
- A summary of the uses of CBEDS data,
- An explanation of the roles and responsibilities of LEAs and independently reporting charter schools for collecting and submitting school and district level data to the CDE,
- Distribution of materials, and
- A description of the data collection, submission, and certification process.
- This training will also include detailed instructions on how to accurately report data for the two CBEDS forms. The County/District Information Form (CDIF) and the School Information Form (SIF).
- The data reporting process
- Reminders and conclusion
Slide 4 – What is CBEDS?
- CBEDS is an annual statewide data collection of student and staff aggregate level data.
- CBEDS data are reported through an Online Reporting Application referred to as CBEDS ORA.
- Two forms are used to collect CBEDS data.
- The County/District Information Form (CDIF), which collects county or district level data on the number of classified staff, estimated number of teacher hires, and high school graduation requirements. CDIF data are collected for each county office of education and district office. Currently there are 1,037 LEAs in the state.
- The other form, the School Information Form (SIF), collects school level data on the number of classified staff, some educational options enrollment, technology, education calendars, parental exception waivers, bilingual paraprofessionals, the School Improvement Grant (SIG) reporting requirements, and truancy. SIF data are collected for every public kindergarten through grade twelve (K-12) school, including charter schools. There are over 10,000 public K-12 schools in the state.
Slide 5 – CBEDS ORA
- CBEDS ORA is the Online application used to submit CBEDS aggregate data to the CDE
- Use of the CBEDS ORA to submit data is required by all LEAs and independently reporting charter schools
- A user name and password are needed to access the application and submit data.
- Features of the CBEDS ORA include:
- The ability to import and export data
- Built-in edit checks
- School and district reports
- Automated calculations
- Ability to print blank forms
Slide 6 – How Data Are Used
CBEDS data are used by the CDE to produce required state and federal reports. Data are also used to compute funding. Although student enrollment data are no longer collected through CBEDS, student-level data collected through the California Longitudinal Pupil Achievement Data System (CALPADS) will be aggregated to the school-level and made available as CBEDS files. These school-level student enrollment counts will continue to be used to compute funding for a number of categorical programs.
After CBEDS data are certified, data are made available to the general public through the CDE’s Demographics [http://www.cde.ca.gov/ds/sd/] Web page.
Slide 7 – LEA Responsibilities
Every LEA assigns a CBEDS coordinator who is responsible for ensuring that all school and district level CBEDS data for the LEA are collected and submitted to the CDE. CBEDS materials are made available to the CBEDS coordinator from the CDE’s CBEDS Web page. It is the CBEDS coordinator’s responsibility to make sure all the schools receive their materials and train school staff, if necessary. The CBEDS coordinator also collects the data from all the schools in the LEA, including charter schools reporting with the LEA, enters the data into the CBEDS ORA, resolves all errors, and researches and fixes warnings as needed.
When data for all schools have been collected and verified, the CBEDS coordinator then submits the data to the CDE through the CBEDS ORA. The CBEDS coordinator will be our point of contact for any questions we may have with the data.
The CBEDS coordinator is also responsible for reviewing the LEA’s data prior to certification. Data for each school and the district-level summary data should be reviewed by the CBEDS coordinator, and other appropriate district and school-level staff to ensure that the data are accurate. If there are changes to be made, the CBEDS coordinator is responsible for submitting these changes to the CDE.
Coordinators should also work closely with staff responsible for submitting CALPADS data.
Charter schools may elect to submit data to the CDE independently of their authorizing LEA.
Charter schools electing to report independently of their LEA are responsible for submitting, verifying, reviewing, and certifying their CBEDS data by using the CBEDS ORA.
Slide 8 – Distribution of Materials
CBEDS-ORA user names and passwords will be e-mailed at the end of August.
The Administrative Manual and the List of Expected Schools will be made available online from the CBEDS [http://www.cde.ca.gov/ds/dc/cb/index.asp] Web page.
Slide 9 – Administrative Manual
The CBEDS Administrative Manual is an instruction booklet with sample CBEDS forms that includes information on the following:
- The CBEDS data collection process,
- What information is collected,
- How and when information is collected,
- Who provides information for CBEDS, and
- How the information is used.
The Administrative Manual [http://www.cde.ca.gov/ds/dc/cb/documents/admin12.doc] is available from the Web page listed here.
Slide 10 – List of Expected Schools
The list of expected schools is a list of the open schools in your LEA that are expected to submit CBEDS data. It also identifies which schools are independently reporting charters and/or which schools are participating in SIG.
The List of Expected Schools will be available from the CBEDS ORA.
It is very important that you review the accuracy of this list prior to submitting your CBEDS data to the CDE, as data submission may be prevented if you do not have data for all the schools on the list. You will also be prevented from submitting data for new schools not appearing on the list, so it is import to resolve any discrepancies with the list prior to reporting your data.
If you find discrepancies with the list, you are asked to work with your LEA’s OPUS-CDS (County-District-Schools) coordinator to submit the following types of changes:
- School closures
- School name changes
- Grade span changes
In addition, we ask that you contact the CDE directly to notify us of the following types of changes:
- School type changes
- Open a new school
- Temporarily close schools
Slide 11 – Data Collection Process
- Wednesday, October 3, 2012, is Information Day. On this day, LEA personnel are requested to provide information about their schools and the district or county office.
- Most of CBEDS data are a snapshot of data reflected on Information Day.
- Be sure to include data for year-round schools, as they may be off-track on Information Day.
- Data for your charter schools must also be included in the LEA’s data submission, unless the charter schools are reporting independently of the LEA.
- For CBEDS reporting purposes, do not include preschool, adult education, or regional occupational program (ROP)/regional occupation center (ROC) data in your CBEDS counts.
- CBEDS data are due to the CDE on October 31, 2012.
- Coordinators should begin training their school staff before Information Day to ensure a smooth and timely reporting cycle.
- Please plan ahead and allow ample time to collect data for schools in your LEA. Mid-October is a good time frame to have gathered data for your schools in order to meet the October 29 deadline.
Slide 12 – Data Verification and Certification Process
- Coordinators are responsible for ensuring data are complete and accurate and that data have been included for each school in the LEA including charter schools not submitting independently of their authorizing LEA.
- Once you have compiled all the data for your LEA and either keyed it into the CBEDS ORA, or imported the data into the application, the CBEDS coordinator shall verify the data for accuracy by taking the following steps prior to submission and certification:
- Review CDIF/SIF data through CBEDS ORA, especially if data were imported.
- Print and review school and district-level reports for accuracy with appropriate LEA staff.
- Review edit checks – resolve all errors, check warnings, and make corrections if necessary.
Slide 13 – Data Submission Process
- Data are due to the CDE on or before October 31, 2012.
- Data are to be submitted electronically through the CBEDS ORA.
- Do not send paper back up copies or working copies to the CDE.
- Keep a back-up copy for local use on file or disk. This can be done by either printing reports from the CBEDS ORA or exporting a data file from the application.
Slide 14 – CDE Data Processing and Certification
- Once data are submitted by LEAs, CDE staff begins processing the data to identify missing or incomplete data submissions.
- LEA staff is then contacted to resolve any issues identified with their data submission.
- Once all data have been received statewide, CDE staff analyzes the data for trends and consistency and contacts selected LEAs for verification prior to certifying the data.
- Once all errors and anomalies are corrected and verified, the data are certified and posted on the CDE Web site. This usually occurs in early spring.
- Changes cannot be made to CBEDS data after certification.
Slide 15 – Significant Dates
The following are significant dates for CBEDS:
- September 4 – CBEDS coordinators receive materials.
- September 10 – CBEDS coordinators should train school staff in collecting and reporting CBEDS data.
- October 3 – Information Day.
- October 31 – Data are due to the CDE.
- November 15 – The CDE notifies LEA superintendents and independently reporting charter school administrators if CBEDS data are not received by this date.
Slide 16 – County/District Information Form (CDIF)
This completes the CBEDS overview portion of this presentation. Now we will cover the steps necessary to complete the CBEDS forms, starting with the County/District Information Form. Please note, independently reporting charter schools do not complete a CDIF. To skip this portion of the training, click on the Skip to SIF button on the bottom of the screen.
Slide 17 – Classified Staff – CDIF (Section A)
Classified staff are employees of the county or district not requiring certification qualifications.
- An exception to this is non-certificated administrators at the level of assistant, deputy, or associate superintendent or higher. These staff are not to be included in this count.
Report in whole numbers by gender and racial ethnic designation the unduplicated count of paid full-time and part-time classified staff as of Information Day. To be considered full-time, classified staff must work a minimum of six hours daily or not less than 30 hours a week.
Count each staff member only once.
- Do not report staff that are counted on the SIF.
- If staff work two positions, report them once in the position that they serve the majority of their time and reflect all of their time in that position. For example, if Mr. Smith works 40 percent of his day as a secretary, and 60 percent of his day as a bus driver, report Mr. Smith as a full-time bus driver under other classified staff.
- If paraprofessional or office staff/clerical staff serve more than one school, report them only once on the SIF for the school they serve the majority of their time and reflect all of their time at that school. For example, if Mrs. Smith works full-time as a teacher’s aide at School A two days a week, and full-time as a teacher’s aide at School B three days a week, report Mrs. Smith as a full-time paraprofessional at School B.
- If other classified staff serve at more than one school, report them on the CDIF, not on the SIF for each school they serve. For example, maintenance workers, business managers, or custodians who work at several schools should only be reported once on the CDIF.
Single school districts are to report all classified staff on the SIF, not on the CDIF.
Slide 18 – Classified Staff
This slide shows a screen shot of the edit screen for reporting classified staff on the CDIF from the CBEDS ORA.
Slide 19 – Estimated Number of Teacher Hires – CDIF (Section B)
- Report the projected or estimated number of teacher hires for the 2013-14 school year.
- Report data to one decimal place.
- Report full-time equivalent positions that are new or vacated.
- Only include classroom teaching and specialist positions.
- In “Other Specializations” do not include:
- Administrative positions,
- Pupil services positions, and
- Classified positions.
- Report data for all schools in your district, except any charter schools that report their data independently from your district.
- Independently reporting charter schools are to report their estimated teacher hires on the School Information Form (section G).
Slide 20 – Estimated Number of Teacher Hires
This slide shows a screen shot of the edit screen for reporting estimated number of teacher hires on the CDIF from the CBEDS ORA.
Slide 21 – High School Graduation Requirements – CDIF (Section C)
This section is only for LEA’s that support grades nine through twelve. If you are an elementary LEA and do not serve high school students, you do not need to complete this section, even if your district authorized a charter high school. Independently reporting charter schools that provide high school diplomas are to report their graduation requirements on the School Information Form (section H).
For districts serving high school students, complete this section by reporting the minimum number of units your LEA requires for a 2012-13 high school diploma.
- Report the number of units required for each of the subject areas.
- The total units will be automatically calculated and should reflect the total number of units needed to graduate.
- Report specific Math and Science requirements only if the specific courses listed in this section are required by your LEA for graduation.
- Report the number of units a one-year course is equivalent to. Typically a one-year course is equivalent to 10 units. For example, if four years and 40 units of English are required for graduation, the number of units in a one-year course would be 10.
Slide 22 – Graduation Requirements
This slide shows a screen shot of the edit screen for reporting high school graduation requirements on the CDIF from the CBEDS ORA.
Slide 23 – School Information Form (SIF)
We have completed the CDIF portion of this presentation. Next we will cover the steps necessary to complete the SIF. As I mentioned earlier, there are over 10,000 public schools in California and we receive SIF data for every one of them, including charter schools, regardless of their funding model.
Slide 24 – Classified Staff – SIF (Section A)
Classified staff are employees of the school not requiring certification qualifications.
- An exception to this is non-certificated administrators at the level of assistant, deputy, or associate superintendent or higher. These staff are not to be included in this count.
Report in whole numbers by gender and racial/ethnic designation the unduplicated count of paid full-time and part-time classified staff who work at specific school sites.
Only report school site staff on the SIF.
- Include long-term classified staff substitutes
- Do not include county or district office staff
- Single school districts are to report all staff on the SIF, not the CDIF
Count each staff member only once.
- If staff work two positions, report them once in the position they serve the majority of their time and reflect all of their time in that position. For example, if Ms. Jones works 40 percent of her day as a secretary, and 60 percent of her day as teacher’s aide, report Ms. Jones as a full-time teacher’s aide under paraprofessional.
- If paraprofessional or office staff/clerical staff serve more than one school, report them on the SIF where they serve the majority of their time and reflect all of their time at that school. For example, if Mrs. Smith works full-time as a teacher’s aide at School A two days a week, and full-time as a teacher’s aide at School B three days a week, report Mrs. Smith as a full-time paraprofessional at School B.
- If other classified staff serve more than one school, report them on the CDIF, not on the SIF for each school they serve. For example, maintenance workers or custodians that work at several schools should only be reported once on the CDIF.
Slide 25 – Classified Staff
This slide shows a screen shot of the edit screen for reporting classified staff on the SIF from the CBEDS ORA.
Slide 26 – Educational Options – SIF (Section B)
An “educational option” is a course of study which is different from and is an alternative to conventional or regular instruction.
For the Types of Educational Options;
- Report students in each educational option in which they participate.
- Report the total unduplicated enrollment for each grade range. For example, if a student participates in magnet programs, thematic programs, and alternative schools of choice, he/she is counted in each of these educational options, but only once in the total (unduplicated) line.
- Note, charter schools cannot be an “Alternative School of Choice,” so do not include charter school students in the Alternative Schools and Programs of Choice category (line 1).
For Independent Study;
- Report the number of students taking classes through independent study on line 6.
- On line 7, report the number of students taking 50% or more of their classes through independent study. This count is a subset of line 6, so it cannot be greater than the number of students reported on line 6.
- Report the number of prior year graduates who completed one or more high school class through independent study.
- Charter schools are to report data in this section if applicable.
Slide 27 – Educational Options (Continued)
For Online Education;
- Report the total number of students taking classes through online education on line 8.
- On line 9, report the number of students taking 50% or more of their classes through online education. This count is a subset of line 8, so it cannot be greater than the number of students reported on line 8.
Report the total unduplicated number of students taking classes through independent study and/or online education. For example, if a student participates in both independent study and online education, they would be reported in both categories (lines 6 and 8), but only once in the total unduplicated line (line 10).
Most online education follows independent study rules and regulations. Students taking “asynchronous” online classes may need to be reported in both independent study and online education.
- Asynchronous online education occurs when students are not under immediate supervision of a certificated employee, or students and teachers are online at different times.
- Synchronous online education occurs when students are under immediate supervision of a certificated employee.
Slide 28 – Educational Options
This slide shows a screen shot of the edit screen for reporting educational options enrollment on the SIF from the CBEDS ORA.
Slide 29 – Technology – SIF (Section C)
The technology section collects data on the number of instruction-related computers, the number of instructional settings, and the number of classrooms with high-speed Internet connection for each school.
When reporting the number of computers used for instruction-related purposes:
- Only include computers owned or leased by the school that are less than 48 months old and used for direct instruction, curriculum development, preparation of instructional materials, or similar activities. Include computers loaned to teachers and students.
- If two schools share a computer lab, both schools may count these computers.
- Thin clients and tablet computers, for example, iPads, are not to be included in the count of computers.
Report the number of instructional settings used for instruction related purposes.
- Include classrooms, media centers, libraries, gymnasiums, etc.
When reporting the number of instructional settings that have access to the Internet through at least one computer, keep the following in mind:
- The Internet connection speed must be 10 megabits or greater, capable of streaming instructional content. Instructional settings with Internet access through a dial up connection should not be reported.
- Only count the library, computer lab, or career center once.
- The count of instructional settings with Internet access cannot be greater than total count of instructional settings.
Slide 30 – Technology
This slide shows a screen shot of the edit screen for reporting technology data on the SIF from the CBEDS ORA.
Slide 31 – Educational Calendar – SIF (Section D)
- This section collects data on the type of calendar on which the school operates. For the first question, indicate the type of educational calendar on which the school operates.
- If any part of the school is year-round, you may select more than one type of calendar. For example, you could select traditional and single-track or you could select traditional and multi-track.
- Do not report both single-track and multi-track for a school.
- If the school operates under a single-track or multi-track calendar, select one of the year-round calendar types in question two.
Slide 32 – Educational Calendar
This slide shows a screen shot of the edit screen for reporting educational calendar data on the SIF from the CBEDS ORA.
Slide 33 – Parental Exception Waivers – SIF (Section E)
- Parental exception waivers are waivers from parents of English learners (ELs) who petition for enrollment in a bilingual education class or other generally recognized alternative course of study
- Report the total number of waivers (granted or denied) since last CBEDS Information Day
- Report the number of waivers granted since last CBEDS Information Day
Slide 34 – Parental Exception Waivers
This slide shows a screen shot of the edit screen for reporting parental exception waiver data on the SIF from the CBEDS ORA.
Slide 35 – Bilingual Paraprofessionals – SIF (Section F)
- The count of bilingual aides should include aides that are fluent in both English and the primary language of the pupil or pupils of limited English proficiency
- Bilingual aides should meet district criteria that ensure they are:
- Able to understand, speak, read, and write English and the primary language
- Familiar with the cultural heritage of the ELs
- Only report bilingual aides providing primary language support to ELs in English Language Development (ELD), language arts, mathematics, science, and/or social science classes as of Information Day.
- If aides provide EL services at more than one school, pick a school and report all of their time at one school.
Slide 36 – Bilingual Paraprofessionals
This slide shows a screen shot of the edit screen for reporting bilingual paraprofessionals on the SIF from the CBEDS ORA.
Slide 37 – Additional Reporting Requirements for Charters
Independently reporting charter schools are to report Estimated Teacher Hires and High School Graduation Requirements on the Supplemental SIF. See slides 19-22 for details on reporting these data.
Slide 38 – Increased Learning Time – SIF (Section I)
The next four sections of the SIF, sections I through L, apply only to School Improvement Grant (SIG) participants. To skip this portion of the training, click on the Skip to Section M button on the bottom of the screen.
- If the school increased learning time, report the types of increased learning time provided. Choose from the following.
- Longer school year
- Longer school day
- Before or after school
- Summer school
- Weekend school
- Another method
- If “another method” was used, provide a brief description of how learning time was extended.
- Select all options that apply.
- If the school did not have increased learning time, indicate “Did not increase learning time”.
Data are to reflect the 2011-12 school year
Slide 39 – Increased Learning Time
This slide shows a screen shot of the edit screen for reporting increased learning time on the SIF from the CBEDS ORA.
Slide 40 – School Year Minutes – SIF (Section J)
- Report the number of minutes that all students were required to be at school
- Include any minutes added due to the increased learning time
- Only include minutes for which all students had the opportunity to participate
- Exclude minutes if there was a selection process for the activity (i.e., an after school program available only to a subset of students, such as those who are failing a course).
- Values must be within 40,000 and 200,000
- Data are to reflect the 2011-12 school year
Slide 41 – School Year Minutes (Continued)
If the school has a different number of required minutes for different grade levels, calculate a weighted average. For example, if you have 230 students enrolled in kindergarten through second grade for a total of 54,500 minutes, and 150 students enrolled in grades three through five for a total of 56,000 minutes, and 90 students enrolled in grade six for a total of 56,250 minutes, the weighted average would be calculated by multiplying the enrollment by the minutes for each grade range and summing the results for all grades, then dividing by the sum of the enrollment for all grades, as shown on the slide. The weighted average for this example would be 55,314 minutes.
Slide 42 – School Year Minutes
This slide shows a screen shot of the edit screen for reporting school year minutes on the SIF from the CBEDS ORA.
Slide 43 – Advanced Coursework/Dual Class Enrollment – SIF (Section K)
- For the 2011-12 school year, report the number of students completing advanced coursework and/or dual class enrollment
- For Advanced Coursework, report the number of students who completed advanced coursework, such as, Advanced Placement (AP), International Baccalaureate (IB), Advanced mathematics courses.
- For Dual Enrollment Classes, report the number of students who completed at least one class in a postsecondary institution.
- For Advanced Coursework and Dual Enrollment Classes, report the number of students who completed both advance coursework AND at least one class in a postsecondary institution. In other words, report students who were counted in both of the previous two categories.
- Only report students once in each category, even if they completed more than one course in that category. For example if a student completes two advanced courses, they would only be counted once in the advanced coursework category. If the same student also completed a course at a postsecondary institution, they would be counted once in each of the three categories.
- Only include students in grades 9-12 for this section.
Slide 44 – Advanced Coursework/Dual Class Enrollment
This slide shows a screen shot of the edit screen for reporting advanced coursework and dual class enrollment on the SIF from the CBEDS ORA.
Slide 45 – Attendance Rates – SIF (Section L)
- Report the school’s student attendance rate.
- The student attendance rate is calculated by summing the number days students attended school and dividing by the sum of the number of days students were enrolled
- Dropouts should be included in the calculation based on their attendance and enrollment in the school
- Report the school’s teacher attendance rate.
- The teacher attendance rate is calculated by summing the total number of FTE days teachers worked and dividing by the maximum number of FTE-teacher working days
- Include Part-time teachers in the calculation
- Do not include administratively approved leave for professional development, field trips, or other off-campus activities with students as a teacher absence
- Report rates as a decimal to the fourth digit. (i.e., 100% would be 1.0000, 90 percent would be 0.9000)
- Data are to reflect the 2011-12 school year
Slide 46 – Attendance Rates
This slide shows a screen shot of the edit screen for reporting attendance rates on the SIF from the CBEDS ORA.
Slide 47 – Truancy – SIF (Section M)
- New this year, LEAs are to report the total unduplicated number of students who were truant.
- Truant is defined as having unexcused absences of more than 30 minutes on three or more days.
- Data are to be reported for the 2011-12 school year, which is from July 1, 2011 through June 30, 2012.
- If a student is truant at more than one school, both schools report the student.
Slide 48 – Truancy
This slide shows a screen shot of the edit screen for reporting truancy data on the SIF from the CBEDS ORA.
Slide 49 – SIF Changes
This slide summarizes the changes to the SIF.
- There is a new reporting requirement for reporting truancy data (Section M).
- The instructions for reporting educational options independent study and online education data have been clarified.
- Guidelines for reporting technology data have been updated, as thin clients or tablet computers, for example, iPads, are not to be included in the count of computers.
Slide 50 – Data Reporting Process
We have completed the discussion of the CBEDS forms. Now we will show you the online tools the CDE uses to report your data and communicate with CBEDS coordinators.
Slide 51 – Data Reporting
Once data are certified, the CDE makes the data available to the public through four methods.
- Data are first posted on our DataQuest Web site, which is an interactive site that allows users to create their own reports. DataQuest [http://dq.cde.ca.gov/dataquest/] is located at the Web site listed.
- Approximately two weeks after data are posted on DataQuest, downloadable data files are posted. These files may be used to generate reports that are not made available through DataQuest.
- Some static demographic reports are also posted on the CDE Web site as time permits.
- If the data you need are not available online, special requests for ad-hoc reports may be generated by CDE staff.
- Data files and reports are available on the Demographics [http://www.cde.ca.gov/ds/sd/] Web page listed.
Slide 52 – CBEDS Web Page
This slide shows a screen shot of the CBEDS Web page which contains useful coordinator information, such as key dates, a link to the CBEDS ORA, resources, forms, policies, training materials, letters, as well as additional information on related data collections. It would be a good idea to book mark this page.
We also post many helpful instructional materials, like frequently asked questions, reporting policies, and historical forms. The Administrative manual and forms are also posted so coordinators may print additional copies or refer their school staff to this information. For a complete listing of the instructional materials that are made available to CBEDS coordinators, please visit the CBEDS [http://www.cde.ca.gov/ds/dc/cb/index.asp] Web page.
Slide 53 – DataQuest Web Site
This is a screen shot of the DataQuest Web site which contains a wide variety of information including school performance indicators, student and staff demographics, expulsion, suspension, truancy information, and a variety of test results. Data are presented so that users can easily compare schools, districts and counties. As you can see, this page also contains links to other useful sites such as:
- The California School Directory, which allows you to look up contact information about schools and LEAs.
- The QuickQuest page, which allows you to sort data by type of school or district and rank enrollment data by size, so you can get a list of the largest or smallest districts.
- The parent's page, which allows you to search for data by location or name.
Creating your own reports from DataQuest is easy. The next slide shows a sample report of data that are available in DataQuest. To create this report:
- Select the level of data. The report you’ll be seeing is by county, so you would select the county level here.
- Then select the subject. The report you’ll be seeing is one you can create on your own, so you would select the create your own report option.
- Then click on the submit button to view the report options.
Slide 54 – Sample Report from DataQuest
This is a screen shot of a sample report that you can get from the create your own reports option in DataQuest. This report is a county level report, by district, for San Francisco. Included on this report are data for:
- number of schools,
- enrollment
- number of computers,
- number of classrooms with Internet
Slide 55 – Sample Report from DataQuest
This is a screen shot of another report that you can get from DataQuest. This report shows 2011 statewide classified staff data by type, gender, race/ethnicity, and time base.
Slide 56 – Reminders
It is important to keep your contact information current to receive CBEDS correspondence in a timely manner. We also send notices via e-mail, so make sure you provide an e-mail address. You can verify or update your LEA’s contact information from the CBEDS ORA [http://www3.cde.ca.gov/opuscbeds/login.aspx] located at the site listed.
The CBEDS [http://www.cde.ca.gov/ds/dc/cb/index.asp] Web page is a great resource for CBEDS coordinators. It contains all the information the CDE makes available for the CBEDS data collection, as well as links to other related collections, like CALPADS.
Slide 57 – Conclusion
Thank you for taking the time to complete this training. We hope this training is helpful in providing you with an overview of the CBEDS data collection and how to report CBEDS data to the CDE.
If you require further assistance with collecting or reporting CBEDS data, please feel free to contact the Educational Demographics Office at 916-327-0219 or by e-mail at eddemo@cde.ca.gov.
