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Executive Summary

In 2024, the Ed-Fi Alliance conducted a comprehensive analysis of the usage and extension of its Unifying Data Model (Ed-Fi UDM, aka Ed-Fi core model) across state-wide implementations. The primary goal was to identify deviations from the Ed-Fi UDM and encourage states for more standardized usage of the model. This help vendors to reduce their cost of implementing and running Ed-Fi in states and ease the decision for them to extend Ed-Fi community by partnering with new states. The analysis provided valuable insights into adoption patterns and highlighted opportunities for greater standardization. Ed-Fi Alliance created state specific reports for model unification opportunities and also reports for each state underlining opportunities for them to better align with the core model and updated the Ed-Fi UDM to align with common use cases observed through this analyses. In 2025, Ed-Fi Alliance’s goal is to collaborate with all Ed-Fi state to have state specific improvement opportunities and actions towards the standardized use of Ed-Fi UDM discussed.

The study revealed that states often created extensions to address specific needs not covered by the core model. These extensions included areas such as special education, student transportation, assessment administration, and career pathways. For instance, Texas introduced numerous extensions, including 20 new entities and 491 attributes, covering accountability data, special education, and finance. In contrast, states like South Carolina and Wisconsin focused on more targeted extensions, such as assessment administration and immunization records.

Common themes across states included the need for detailed tracking of special education programs, student enrollment and attendance, and specific program participation data. States like Arizona, Delaware, and Georgia created extensions for school and section enrollments, discipline, and student program evaluations. Similarly, Indiana and Kansas focused on alternative education programs, curricular material assistance, and CTE instruction and certification. Minnesota and Nebraska addressed needs in course offerings, discipline, post-graduation activities, and crisis events.

To enhance alignment and interoperability, several recommendations were made to Ed-Fi states. These included utilizing existing core attributes where possible, migrating to newer versions of the Ed-Fi data model, and reviewing and updating definitions. The Ed-Fi Alliance also considered consolidating multiple entity extensions and collaborating across states to identify common extension attributes for potential inclusion in the core model.

As a result, the Ed-Fi Alliance extended the capacity of the Ed-Fi UDM in Data Standard v5.1 and v5.2 to include student health, transportation, assessment registration, and Section 504 programs. Additionally, the Alliance initiated an overhaul of domain-specific best practices and business rules guidance, which will continue in 2025 (see for examples: Enrollment domain, Alternative and supplemental services, Assessment registration, Student Attendance, Teaching and Learning).

Moving forward, the Ed-Fi Alliance will continue to work with state educational agencies (SEAs) to improve alignment with the Ed-Fi UDM, update the model to reflect changing community needs, and create better opportunities for vendors to reduce implementation costs. The Alliance will also conduct similar analyses and engage with its community to standardize specification documentation shared with Ed-Fi Alliance.

State Reports: Arizona, Delaware, Georgia, Indiana, Kansas, Michigan, Minnesota, Nebraska, South Carolina, Texas, Wisconsin