Webinar 1: How to Design, Build, Abstract, Manipulate, and Analyze Effective VLDS Data Packages: Avoiding Common Errors and Pitfalls
Tuesday, September 13, 2022 from 10:30 a.m. to 12:00 p.m.
Opening Speaker: Jillian Balow, Superintendent of Public Instruction
Presenters: Will Goldschmidt, MS, PMP and Ron Parrish, VDOE Senior Data Analyst
Please join Ron Parrish (VDOE) and Will Goldschmidt (DBDriven) for an in-depth discussion on designing, building, and analyzing data queries using the VLDS Data Request Tool. This session is intended for novice to experienced VLDS users who are responsible for designing, submitting, and downloading Data Request Packages, as well as those who analyze VLDS data. Participants are encouraged to view the What is VLDS?; VLDS 101; and Queries in VLDS videos on the basics of VLDS prior to the webinar, to include building data packages using the Data Request Tool (DRT). This session will address the Unique Identifier used in VLDS data results, how it has changed, and how it can save researchers’ time. This session will also examine when it may be beneficial to include unmatched records from the starting and partner agencies and how these records will impact results. Finally, the session will review how to address the most common system errors, and what actions to take when they occur.
Recommended Prerequisites: To get the most out of this training session, it is highly recommended that participants watch the What is VLDS?; VLDS 101; and Queries in VLDS videos to learn how to access, navigate, extrapolate, and query the data. The videos will be a review of VLDS for some and an introduction to others.
Webinar 2: On the Move: Educational Instability among Foster Youth
Tuesday September 27, 2022 from 10:30 a.m. to 12:00 p.m.
Opening Speaker: Dr. Patricia Popp, Clinical Associate Professor, Virginia EHCY State Coordinator
Presenter: Dr. Mattie Mackenzie-Liu, PhD., Research Associate
Federal legislation, such as the 2008 Fostering Connections to Success and Increasing Adoptions Act (FCA), highlights policymakers’ interest in promoting educational stability for foster youth by aiming to keep children in the same school when they enter foster care. Using administrative data from the Virginia Longitudinal Data System, I examine the incidence of instability among children in K-8 entering foster care, as well as which characteristics are associated with a higher risk of experiencing it. I find that about a third of children entering foster care experience a non-promotional school transfer, and most of those children change school districts. Further, my analysis provides evidence that characteristics such as the child’s race/ethnicity and disability status are associated with educational instability.
Webinar 3: Using VLDS to Study the Virginia Health Workforce Supply
Thursday October 13, 2022 from 10:30 a.m. to 12:00 p.m.
Opening Speaker: Aimee Guidera, Secretary of Education for the Commonwealth of Virginia
Presenters: Peggy Maddox (PJ), EdD, MSN, RN & Tammie M. Jones, PhD, MHA, FACHE, CMPE
Today, over 4.7 million Virginians live in areas designated as Primary Care Health Professional Shortage Areas by the Health Resources and Services Administration (HRSA) and others live in behavioral and dental health shortage areas. The Office of Research in Center for Health Workforce at George Mason University is funded to analyze the supply of Virginia’s health workforce to inform state and regional health workforce planning and development initiatives designed to address such shortages. In particular, the Virginia Health Workforce Highway initiative to expand Career and Technical Education programs in health sciences through professional programs aims to increase the supply and availability of healthcare workers to ensure health and social services organizations are able to provide services needed by citizens across the Commonwealth.
This presentation reports on the Center for Health Workforce at George Mason University’s research model of state and regional health workforce supply and demand analysis to support state and regional planning and evaluation for health workforce development. Specifically, we will report on our longitudinal analysis of VLDS source datum using person-level data from the Department of Education, State Council of Higher Education for Virginia, Department of Health Professions, and the Virginia Employment Commission. We examined the outcomes of students who enrolled in Career and Technical Education (CTE) programs in Health Science in Virginia.