From 2001-2010 Nebraska collected student performance on reading, mathematics, and science standards from districts who measured student performance on locally developed assessments. Statewide writing results continue to be collected from a state generated writing test.
Beginning in 2010 a centralized state testing process - Nebraska State Accountability - NeSA - was developed, and these results have been used to measure student performance on standards. The first state reading results were available in 2010; mathematics results will be available in 2011, and science results will be available in 2012.
No Child Left Behind (NCLB) requires accountability for student performance at multiple levels through a process most commonly known as AYP or Adequately Yearly Progress. The progress of every group of students, school and district is measured against AYP State goals in Reading and Mathematics.
Student demographic information for public districts is collected in the NSSRS Student, Student Snapshot Templates and School Enrollment Templates. The Student Snapshot templates are submitted related to a point in time. The October Student Snapshot is the student demographic information as of the last Friday in September, Nebraska’s official counting day. The school enrollment template provides information on student’s enrollment status, i.e. transfer, dropout, completer/graduate, etc.The October Student Snapshot data is often referred to as Membership. Nonpublic systems’ data are collected in aggregate on the Nonpublic Membership Report. NSSRS began in 2007-2008 school year, prior to that all student data was reported in aggregate.
Nebraska Career Education (NCE) has a long history of helping students develop the skills they need for the workplace and for life. NCE opens up education, takes it out of the classroom, and ties it to students’ real-world interests and ambitions for the future. The use of data for evaluation and program improvement has long been essential for Career Education. The options below provide access to different presentations of data important to evaluation and ultimately improvement of education in Nebraska.
Early Childhood Education Program - Any center-based part-day or full-day program operated by a public school district or Educational Service Unit with a stated purpose of promoting social, emotional, intellectual, language, physical, and aesthetic development and learning for children from birth to kindergarten entrance age.
Early Childhood Birth to Age 3 Endowment Grant Program - A public-private funded endowment to provide grants to public school districts to provide programs and services for infants and toddlers who are at risk for school failure. Grants are awarded by the Endowment Board of Trustees through the Nebraska Department of Education.
Special Education data are collected on an annual basis both on October 1, and June 30. The data collected, describes our Special Education Population of students.
October 1 data collection is Nebraska's official Special Education Child Count, and the data are used in the majority of our federal reporting.
June 30 data collection is a cumulative count of Special Education students, and are used specifically for exit counts used in graduation and dropout rates, as well as other reasons for exiting special education, used in federal reporting. In addition, this collection represents the total number of students served through the school year.
This data includes certificated staff, staff with DHHS licensure, Business Managers and Technology Coordinators reported in the Nebraska Student and Staff Record System.
Non-certificated staff data are collected by position and full-time equivalency (FTE) in the Consolidated Data Collection (CDC).
This data includes demographic information on public districts, nonpublic systems, educational service units, special purpose schools and interim program schools.
Central to the actions of continuous school improvement is the use of data to make informed decisions. This data profile was created to organize data that schools and districts may use to make those school improvement decisions. The profile is an effort to save users time in formulating the data by providing a ready-made set of reports that are intended to inform the school improvement process on a number of data topics and to match the data use curriculum being disseminated around the state. This profile will continue to be updated and improved as feedback is received.
The statewide version of the CIP Profile reports are now available in the Guided Inquiry section.