In theory, I was going to publish one data story a month this year. In reality, it's March (the school year started in September) and I'm only on my third one. I am way behind on my goal. But I am learning to make my peace with that sad state of affairs. This project is going to run into the next school year...and I'm okay with that.
So let's talk about number three. It's a magic number, is it not?
This month(ish), we're looking at our various student information systems. Each collection of squares represents one system. On the left is Skyward, our district system...and data flows various directions from there to other systems, including TIDE on the right that we use for state assessments.
Two of the systems that I chose to represent (SWIS and Google Apps) are connected to our system with a broken line, because there is not a direct data connection. Instead, a system of imports and exports is used.
I also built some charts to show a bit about how families are accessing Skyward. Generally speaking, they log in about twice a month, during the work week, and in the morning.
I don't have any specific data on how many users are represented by our state data warehouse (CEDARS) or GoogleApps. I can only tell you how many data points we transfer in a given week (~250K to CEDARS) or documents we share online (over 600K in Google).
Bottom line: There's a lot of data flowing around.
Questions to Ponder
I selected the topic of information systems because they really are invisible...yet their impact is very real. Me? I'm represented by those nearly invisible red pins in the center of almost every square. I can see all these data, but there are a lot of people who can't due to their permissions or system access. This data story project this year is about sharing data beyond the usual suspects like attendance or achievement. Information systems are a good place to shine some light.
In the end, this is really a story about power and privacy. You'd think that the biggest group in these systems (students) would have the greatest power to use these data, but the fact is simply that they have none at all. Some systems look large, like TIDE, and yet a student or teacher might log in only once or twice a year. Others, like Homeroom, look insignificant and yet they are our most powerful tools for reviewing student information. Looks are deceiving.
While the offline bulletin board is intended to be a conversational piece, as well as a way to reach audiences that might not have an Internet connection, I always put together an online component, too. This time around, I share a video about the historical origins of personal privacy and provide a way for you to look at how the clicks you and others contribute to our web site add up.
Peekaboo...I see you.