Findings from 2024 Extension Analysis

Introduction

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Introduction

In 2024, the Ed-Fi Alliance conducted a set an analysis of analyses for the usage of its Unifying Data Model (Ed-Fi UDM) among states with statewide implementations, with the community members with state-wide implementation of primary goal of helping its vendor community to have better opportunities in reducing costs of using Ed-Fi . The primary objective of these analyses was to gain a data-informed understanding of Data Standard. By understanding how the Ed-Fi UDM has been utilized in these states and to identify areas where community members required extensions to was being used and identifying areas where extensions were needed, the Ed-Fi model. By analyzing situational and quantifiable data from state-wide implementations and providing recommendations for best usage of the model, Ed-Fi takes another step forward in fulfilling its commitment to community members. This commitment involves Alliance aimed to streamline the model and create economies of scale. This effort supports the Alliance's commitment to creating a unifying data model that not only addresses the use cases meets the needs of educational agencies (SEA, ESA, LEA) but also eases while simplifying the process for educational technology providers to extend their Ed-Fi implementations to new communities.FurthermoreData Standard implementations.

Additionally, this work aimed sought to uncover patterns and trends in the adoption and adaptation of the Ed-Fi UDM, providing offering valuable insights into the practical challenges and successes experienced by various stakeholders. These insights are critical crucial for informing future adaptation adaptations and implementation implementations of the Ed-Fi model. By fostering a collaborative environment where data from state-wide statewide implementations is systematically gathered and analyzed, the Ed-Fi Alliance demonstrates its dedication to continuous improvement and innovation. This approach not only enhances the utility and relevance of the Ed-Fi UDM but also strengthens the overall ecosystem of educational data interoperability, ultimately contributing to more effective and efficient educational outcomes.

Summary of Findings

Analyses of the usage of Ed-Fi UDM and extensions created by states highlighted that there are varying degrees to which states extend the Ed-Fi core model to meet their specific needs. While some states rely heavily on extensions, others make extensive use of the core model. Understanding these metrics helps to identify areas for potential collaboration and standardization across states, ultimately enhancing data interoperability and supporting data-driven decision-making in education.

The following graph is to visualize these differences between states implementing Ed-Fi statesData Standard. On the horizontal axis it shows the number of entities each state uses from the Ed-Fi UDM (Ed-Fi Core APIs) and the number of entities created as state extension are shown on the vertical axis.

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The size of bubbles represents the API level extension dependency rate of each state. This rate is calculated by dividing the number of core entities each state uses by the total number of entities they had in their implementation of Ed-Fi modelData Standard. The median number of extensions among states is calculated as 16 were median number of Ed-Fi API used was 36. As seen in the graph Michigan has the highest extension dependency rate while South Carolina has the smallest. The median extension dependency for these states has been calculated as 37%.

Ed-Fi Alliance team had the opportunity to share shared this visual with the community members in multiple occasions (Ed-Fi Summit 2024 was one of them) and many community members have shown interest to understand this finding better and shared with Ed-Fi Alliance about their intend to reduce their extension dependencies. While this visual is a great tool to see the general picture of Ed-Fi’s Fi Alliance’s finding for the usage of Ed-Fi UDM and dependency on extension among Ed-Fi partnering states more details Ed-Fi Data Standard team has found in these analyses are in the following section.

State by State Extension Analysis Findings

Arizona

Arizona has leveraged the Ed-Fi extension mechanism to address specific state requirements in areas where the core data standard falls short. These areas include including school and section enrollments, course offerings, teachers as external provider teachers, student needs for program services, student program evaluations, SPED SpEd (Special Education) assessment outcomes, dropout recovery programs, school and program attendance, and discipline. The extension analysis evaluated current core options, potential better alternatives for extension, and extensions that Ed-Fi Alliance should consider incorporating into the its core data model.

Arizona extensions encompass the addition of seven new entities, one new association, and 124 new attributes. Specifics about the attribution extensions of current entities are as follows; two new attributes for the Calendar entity, four for CourseOffering, two for CourseTranscript, and three for DisciplineAction, the Program Evaluations domain is significantly expanded with four new entities, incorporating a total of 24 attributes. Additionally, the Section entity receives four new attributes and a new entity with seven attributes. The student dropout recovery program is bolstered by a new association and entity, adding four attributes. The StudentEducationOrganizationAssociation sees one new attribute, while a new entity for StudentNeed introduces seven attributes. Further extensions include three new attributes for StudentParentAssociation, 15 for StudentSchoolAssociation, one for StudentSchoolAttendanceEvent, five for StudentSectionAssociation, five for StudentSpecialEducationProgramAssociation, and four for StudentProgramAttendanceEvent. These updates are designed to enhance data granularity, improve interoperability, and support robust program evaluation and student tracking capabilities.

The analysis found that Arizona created a moderate number of extensions to the Ed-Fi core in areas such as school and section enrollments, course offerings, external provider teachers, student program services, program evaluations, SPED assessment outcomes, dropout recovery programs, school and program attendance, and discipline. Specific recommendations for Arizona include migrating the four entity extensions (ProgramEvaluation, ProgramEvaluationElement, EvaluationRubricDimension, and StudentProgramEvaluation) to the Ed-Fi version 5.X core, as these extensions are already well-aligned with the new core elements. Arizona's usage of the Ed-Fi core model is generally well-aligned, with only two data elements structurally misaligned. It is recommended to communicate these deviations with the Ed-Fi Alliance for stronger alignment.

Several elements require re-examination of their definitions. For instance, the definition for SchoolID is erroneous, stating “A unique alpha-numeric code assigned to a student by the state,” which needs correction in elements like ClassPeriod.SchoolID and SectionExternalProviderTeacher.SchoolID. Additionally, some descriptors have cryptic definitions, such as “A unique identifier used as Primary Key, not derived from business logic, when acting as Foreign Key, references the parent table,” which should be replaced with the Ed-Fi definitions for elements like StaffSectionAssociation.ClassroomPositionDescriptorID, StudentSchoolAssociation.EntryTypeDescriptorID, and StudentSchoolAssociation.ExitWithdrawTypeDescriptorID. The definition for StudentOtherName.OtherNameTypeDescriptorId, although aligned, is cryptic and would benefit from using the Ed-Fi definition.

The analysis also highlighted the need for Ed-Fi to review the current design of some data elements. Arizona provided alternative, equivalent, but better definitions for several Ed-Fi elements, leading to recommendations for updates to the Ed-Fi definitions. For example, the Ed-Fi definition for Section.AvailableCredits indicates that the unit of measurement is “Carnegie units,” but there is an indication that the industry may be moving away from this measure. Ed-Fi should monitor this trend and consider dropping the Carnegie unit reference in favor of specifying the units used by the state. The Ed-Fi data type for StaffSectionAssociation.PercentageContribution is DECIMAL (5,4), indicating it is a decimal between 0 and 1 (e.g., 0.3) rather than a percentage (e.g., 30%). Arizona’s definition clarified this, and the Ed-Fi definition needs to do the same. Additionally, the handling of event duration in StudentSchoolAttendanceEvent should be re-examined, considering practices in the field, and potentially simplified by collapsing the inline common StudentSchoolAttendanceEvent.AttendanceEvent structure.

Based on these findings, Ed-Fi aims to work closely with the Arizona Department of Education to sustain data standards. Opportunities for collaboration include leveraging extension entities for external provider teachers, student program services, SPED assessment outcomes, and dropout recovery programs as common needs across states become evident. Cross-state collaboration is recommended to identify specific common extension attributes for potential inclusion in the core model, enhancing data interoperability and supporting data-driven decision-making across states.

Delaware

Delaware has extensively utilized the Ed-Fi extension mechanism to address specific state requirements where the core data standard did not suffice. Our analysis indicates that approximately 40% of Delaware's data elements in their Ed-Fi model were state-created extensions. These extensions cover areas such as student enrollment data, course offerings and grades, teaching and learning, student transportation, special education and other IDEA-mandated programs, restraint and seclusion involving students and staff, discipline, CTE instruction, and student medical records.

The Delaware extensions include one new entity, two new associations, and 49 new attributes. Key updates involve attribute extensions to StudentEducationOrganizationAssociation, StudentEducationOrganizationResponsibilityAssociation, and StudentSchoolAssociation. Additionally, the Section entity has received several new attributes. The CalendarDate entity has been extended to include attributes related to learning modalities. The Course entity has new attributes for AP exam codes, core subjects, and staff credentials. Other significant extensions include new attributes for GradingPeriod, Parent (renamed as Contact), StudentParentAssociation (renamed as StudentContactAssociation), StudentLanguageInstructionAssociation, and StudentSpecialEducationProgramAssociation. Furthermore, new entities such as StudentTransportation, GradeTypeDetail, LevelDetail, PostSecondaryDetail, StudentAssessmentRegistration, RestraintSeclusion, AllegedBullyingVictim, MedicalAlert, PersonMedicalAlert, MedicationBox, MedicalScreening, PersonImmunization, MedicalOfficeVisit, and MedicalReferralFollowUp have been introduced. New associations like Student504ProgramAssociation, StudentEarlyChildhoodProgramAssociation, and PersonMedicationBoxAssociation have also been added to support specific state needs.

The analysis found that Delaware created a significant number of extensions to the Ed-Fi core, either by extending current entities and associations or adding new ones. In total, there were 231 data element (attribute) extensions observed in various areas, including student enrollment, course offerings and grades, language instruction, CTE programs, early childhood programs, transportation, and medical-related fields. Of these extensions, 95 are nested within existing entities and attributes (47 in associations and 48 in entities), while 136 attributes were added through new associations or entities (30 in associations and 106 in entities).

Delaware has the largest extension in medical-related fields among all states analyzed, with about 20% of all extensions focused on medical data tracking. Enrollment and programs are the other two areas with the most extensions, accounting for about 40% of all observed extensions in Delaware.

Since the data collection for this analysis was conducted in early 2024, some of the extensions observed in Delaware have already been incorporated into the Ed-Fi UDM by the time this report was created. These updates include extensions in assessment registration, student transportation, Section 504, and student immunization, which account for about 15% of the extensions.

Georgia

The Georgia extensions introduce two new entities, two new associations, and 110 new attributes to the Ed-Fi data model. The new entity LocalEducationAgencyStatistics provides summary counts for psychological cases and private or home-schooled students, with attributes such as LocalEducationAgencyId, and counts for private or home-schooled students and psychological services evaluations. The SchoolStatistics entity offers summary counts for behavior incidents, social work cases, interventions, and referrals, with attributes including DualEnrollmentAwarenessGrade10, DualEnrollmentAwarenessGrade11, and various descriptors for school programs and services.

Attribute extensions to the Section entity include TaughtByESOLTeacher and AlternateEducationOrganizationId. The StudentEducationOrganizationAssociation entity has been extended with attributes for biliteracy language descriptors, county of residence, non-ESOL status, and various dates and descriptors related to student eligibility and communication. The StudentSchoolAssociation entity includes new attributes for tracking entry into 9th grade, program participation, ASVAB scores, and FTE segments. The StudentSectionAssociation entity has been extended with attributes for credit recovery, FTE program codes, inclusion types, and various delivery models for educational programs.

Additional extensions include a new association StudentSection504ProgramAssociation for Section 504 disabled students, with attributes for accommodation plans and evaluation dates, and a new association StudentSpecialEducationProgramAssociationEvent to describe events associated with students in special education programs. The DisciplineIncident and DisciplineAction entities have also been extended with new descriptors for incident timing, severity levels, and discipline processes. Finally, the Staff, StaffEducationOrganizationEmploymentAssociation, and StaffEducationOrganizationAssignmentAssociation entities have been extended with attributes related to employment types, contracts, and assignment details. These extensions aim to enhance data granularity, improve interoperability, and support comprehensive program evaluation and student tracking capabilities.

The analysis found that Georgia created a moderate number of extensions to the Ed-Fi core in the areas that include school and section enrollments, discipline, section 504 program, special education events, and staff employment and assignments. Several elements require re-examination of their definitions. For instance, the definition for SchoolID is erroneous, stating “A unique alpha-numeric code assigned to a student by the state,” which needs correction in elements like ClassPeriod.SchoolID and SectionExternalProviderTeacher.SchoolID. Additionally, some descriptors have cryptic definitions, such as “A unique identifier used as Primary Key, not derived from business logic, when acting as Foreign Key, references the parent table,” which should be replaced with the Ed-Fi Data Standard definitions for elements like StaffSectionAssociation.ClassroomPositionDescriptorID, StudentSchoolAssociation.EntryTypeDescriptorID, and StudentSchoolAssociation.ExitWithdrawTypeDescriptorID. The definition for StudentOtherName.OtherNameTypeDescriptorId, although aligned, is cryptic and would benefit from using the Ed-Fi definition.

The analysis also highlighted the need for Ed-Fi Alliance to review the current design of some data elements. Arizona provided alternative, equivalent, but better definitions for several Ed-Fi core model elements, leading to recommendations for updates to the Ed-Fi Data Standard definitions. For example, the definition for Section.AvailableCredits in Ed-Fi core model indicates that the unit of measurement is “Carnegie units,” but there is an indication that the industry may be moving away from this measure. Ed-Fi Alliance should monitor this trend and consider dropping the Carnegie unit reference in favor of specifying the units used by the state. The Ed-Fi data type for StaffSectionAssociation.PercentageContribution is a decimal between 0 and 1 (e.g., 0.3) rather than a percentage (e.g., 30%). Arizona’s definition clarified this, and the Ed-Fi definition needs to do the same. Additionally, the handling of event duration in StudentSchoolAttendanceEvent should be re-examined, considering practices in the field, and potentially simplified by collapsing the inline common StudentSchoolAttendanceEvent.AttendanceEvent structure.

Based on these findings, Ed-Fi Alliance aims to work closely with the Arizona Department of Education to sustain data standards. Opportunities for collaboration include leveraging extension entities for external provider teachers, student program services, SpEd assessment outcomes, and dropout recovery programs as common needs across states become evident. Cross-state collaboration is recommended to identify specific common extension attributes for potential inclusion in the core model, enhancing data interoperability and supporting data-driven decision-making across states.

Delaware

Delaware has extensively utilized the extension mechanism. Our analysis indicates that approximately 40% of Delaware's data elements in their implementation Ed-Fi model were state-created extensions. These extensions cover areas such as student enrollment data, course offerings and grades, teaching and learning, student transportation, special education and other IDEA-mandated programs, restraint and seclusion involving students and staff, discipline, CTE instruction, and student medical records.

The Delaware extensions include one new entity, two new associations, and 49 new attributes. Key updates involve attribute extensions to StudentEducationOrganizationAssociation, StudentEducationOrganizationResponsibilityAssociation, and StudentSchoolAssociation. Additionally, the Section entity has received several new attributes. The CalendarDate entity has been extended to include attributes related to learning modalities. The Course entity has new attributes for AP exam codes, core subjects, and staff credentials. Other significant extensions include new attributes for GradingPeriod, Parent (renamed as Contact), StudentParentAssociation (renamed as StudentContactAssociation), StudentLanguageInstructionAssociation, and StudentSpecialEducationProgramAssociation. Furthermore, new entities such as StudentTransportation, GradeTypeDetail, LevelDetail, PostSecondaryDetail, StudentAssessmentRegistration, RestraintSeclusion, AllegedBullyingVictim, MedicalAlert, PersonMedicalAlert, MedicationBox, MedicalScreening, PersonImmunization, MedicalOfficeVisit, and MedicalReferralFollowUp have been introduced. New associations like Student504ProgramAssociation, StudentEarlyChildhoodProgramAssociation, and PersonMedicationBoxAssociation have also been added to support specific state needs.

The analysis found that Delaware created a significant number of extensions to the Ed-Fi core, either by extending current entities and associations or adding new ones. In total, there were 231 data element (attribute) extensions observed in various areas, including student enrollment, course offerings and grades, language instruction, CTE programs, early childhood programs, transportation, and medical-related fields. Of these extensions, 95 are nested within existing entities and attributes (47 in associations and 48 in entities), while 136 attributes were added through new associations or entities (30 in associations and 106 in entities).

Delaware has the largest extension in medical-related fields among all states analyzed, with about 20% of all extensions focused on medical data tracking. Enrollment and programs are the other two areas with the most extensions, accounting for about 40% of all observed extensions in Delaware.

Since the data collection for this analysis was conducted in early 2024, some of the extensions observed in Delaware have already been incorporated into the Ed-Fi UDM by the time this report was created. These updates include extensions in assessment registration, student transportation, Section 504, and student immunization, which account for about 15% of the extensions.

Georgia

The Georgia extensions introduce two new entities, two new associations, and 110 new attributes to the Ed-Fi data model. The new entity LocalEducationAgencyStatistics provides summary counts for psychological cases and private or home-schooled students, with attributes such as LocalEducationAgencyId, and counts for private or home-schooled students and psychological services evaluations. The SchoolStatistics entity offers summary counts for behavior incidents, social work cases, interventions, and referrals, with attributes including DualEnrollmentAwarenessGrade10, DualEnrollmentAwarenessGrade11, and various descriptors for school programs and services.

Attribute extensions to the Section entity include TaughtByESOLTeacher and AlternateEducationOrganizationId. The StudentEducationOrganizationAssociation entity has been extended with attributes for biliteracy language descriptors, county of residence, non-ESOL status, and various dates and descriptors related to student eligibility and communication. The StudentSchoolAssociation entity includes new attributes for tracking entry into 9th grade, program participation, ASVAB scores, and FTE segments. The StudentSectionAssociation entity has been extended with attributes for credit recovery, FTE program codes, inclusion types, and various delivery models for educational programs.

Additional extensions include a new association StudentSection504ProgramAssociation for Section 504 disabled students, with attributes for accommodation plans and evaluation dates, and a new association StudentSpecialEducationProgramAssociationEvent to describe events associated with students in special education programs. The DisciplineIncident and DisciplineAction entities have also been extended with new descriptors for incident timing, severity levels, and discipline processes. Finally, the Staff, StaffEducationOrganizationEmploymentAssociation, and StaffEducationOrganizationAssignmentAssociation entities have been extended with attributes related to employment types, contracts, and assignment details. These extensions aim to enhance data granularity, improve interoperability, and support comprehensive program evaluation and student tracking capabilities.

The analysis found that Georgia created a moderate number of extensions to the Ed-Fi core in the areas that include school and section enrollments, discipline, section 504 program, special education events, and staff employment and assignments. Specific suggestions for the State are as follows.

• With regard to StudentEducationOrganizationAssociation.Extension.CountyOfResidenceDescriptor, Ed-Fi has StudentEducationOrganizationAssociation.Address.NameOfCounty

• With regard to StaffEdOrgEmploymentAssociation.Extension.AnnualSalary, Ed-Fi V5 Data Standard version v5 has a new attribute AnnualWage that should be used.

Based on these findings, Ed-Fi Alliance aims to work closely with the Georgia Department of Education to sustain data standards. Opportunities for collaboration include leveraging extension entities defined for Section 504 programs and special education events as common needs across states become evident.

Indiana

Indiana has utilized the Ed-Fi extension mechanism to address specific state requirements where the core data standard did not suffice. These areas include additional programs for alternative education and curricular material assistance, noncertified and other personnel not categorized as staff, assessment accommodations, school status as a Choice or Freeway school, staff employment contracts, special education, and discipline. The extension analysis evaluated current core options, potential better alternatives for extension, and extensions that Ed-Fi should consider incorporating into the core data model.

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Extensions of the StudentSpecialEducationProgramAssociation are typical across the states, as needs change and evolve in this domain.  Collaboration across states should be used to keep this domain up to date with community needs.

Kansas

The Kansas extensions comprise one new entity, two new associations, and 49 new attributes. Key updates include attribute extensions to the StudentEducationOrganizationAssociation entity, adding fields for district of residence, immigrant student status, military-connected student descriptor, neglected student status, and CTE-related attributes such as certification dates and earned certifications. Additionally, transportation-related attributes were added to track miles transported, non-resident transportation, and transportation FTE.

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The analysis also highlighted the need to revisit the definition for StudentAssessmentAccommodation.AccommodationDescriptor to clarify its use for accommodations for disabilities. Based on these findings, Ed-Fi aims to work closely with the Kansas State Department of Education (KSED) to sustain data standards. Opportunities for collaboration include advising Kansas as they expand their use of the data model, such as with StudentAcademicRecord and CourseTranscript, and leveraging extensions defined for language instruction, CTE certifications, and transportation as common needs across states become evident. Cross-state collaboration is recommended to identify specific common extension attributes for potential inclusion in the core model, enhancing data interoperability and supporting data-driven decision-making across states.

Minnesota

The Minnesota extensions introduce significant additions to the data model, encompassing 7 new entities, 12 new associations, and 241 new attributes. These extensions span various entities, including Calendar, ClassPeriod, Course, CourseOffering, DisciplineAction, DisciplineIncident, Grade, LocalEducationAgency, Parent, School, Section, Session, and Student-related associations.

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Based on these findings, Ed-Fi aims to work closely with the Minnesota Department of Education (MDE) to sustain data standards. Opportunities for collaboration include investigating the inclusion of discipline extensions and student assessment and assessment administration extensions into the Ed-Fi core, considering new StudentProgramAssociation extensions for federal programs, and identifying specific common extension attributes for potential inclusion in the core model through cross-state collaboration. This collaboration aims to enhance data interoperability and support data-driven decision-making across states.

Nebraska

The Nebraska extensions introduce three new entities, one new association, and 34 new attributes to the data model. These extensions are designed to enhance the recording and analysis of student crisis information, post-graduation activities, assessment administration, and various program associations.

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The analysis also highlighted the need for Ed-Fi to review the current design of some data elements. It is recommended to investigate model changes to capture important enrollment aggregate data, such as StudentSchoolAssociation.StudentDaysEnrolled. Additionally, there are 13 core data elements where the Nebraska definition is more precise and should be considered for adoption as the Ed-Fi definition. These elements include Parent.Addresses.AddressTypeDescriptor, StudentEducationOrganizationAssociation.Addresses.AddressTypeDescriptor, StudentEducationOrganizationAssociation.Languages.LanguageDescriptor, StudentEducationOrganizationAssociation.StudentIdentificationCodes.StudentIdentificationSystemDescriptor, StudentEducationOrganizationAssociation.Telephones.TelephoneNumberTypeDescriptor, Parent.Telephones.TelephoneNumberTypeDescriptor, Course.AcademicSubjectDescriptor, Course.CourseCode, StudentSchoolAssociation.CalendarReference, StudentSchoolAssociation.ExitWithdrawTypeDescriptor, StudentSchoolAttendanceEvent.AttendanceEventCategoryDescriptor, StudentSectionAttendanceEvent.AttendanceEventCategoryDescriptor, StudentSchoolAttendanceEvent.EventDuration, and StaffEducationOrganizationContactAssociation.Telephones.TextMessageCapabilityIndicator.

South Carolina

The South Carolina extensions introduce two new entities and 18 attributes, focusing on an Assessment Roster extension developed in collaboration with Ed-Fi and other states. This extension aims to capture and communicate data regarding the expectation that a student will take an assessment.

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The StudentAssessmentRegistration entity is designed to link students to their assessment administrations. It includes attributes such as AssessmentAdministrationReference, StudentEducationOrganizationAssociationReference, TestingEducationOrganizationReference, and ReportingEducationOrganizationReference. Additionally, it features a PlatformTypeDescriptor and a common AssessmentCustomization attribute set, which includes IdentificationCode and CustomizationValue.
These findings reveal that South Carolina created a limited number of extensions to the Ed-Fi core for assessment administration as part of a collaboration defining assessment rosters.  South Carolina is recommended to track Ed-Fi activities if it decides to bring the extension into core.

Texas

The Texas extensions introduce numerous new entities, associations, and attributes to the Ed-Fi data model, addressing specific state needs not fully met by the core data standard. These extensions cover areas such as accountability data, summary attendance, student applications for enrollment, special education eligibility, student academic records, prior year leaver information, and finance.

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Analysis across states may identify specific common extension attributes for consideration into core where cross-state collaboration is recommended.

Wisconsin

The Wisconsin extensions introduce two new entities, one new association, and 72 attributes, significantly enhancing the data model. The new entities and association account for roughly half of the attribute extensions.

The StudentTransportation entity captures detailed student transportation information, including attributes like SchoolYear, StudentReference, EducationOrganizationReference, TransportationTypeDescriptor, MileageCategory, and PrivateSchoolIndicator. The ImmunizationRegistry entity records a student's immunization history with attributes such as statusCode, statusMessage, ImmunizationsStudentHistory, patientIdentifier, and various details about pharmacy treatment administrations.

A new association, StudentSpecialEducationProgramEligibilityAssociation, captures key data and milestones related to a student's eligibility determination for special education services. This association includes attributes like educationOrganizationId, programName, programTypeDescriptor, studentUniqueId, and several others related to evaluation and eligibility.

The StudentSchoolAssociation is expanded with thirteen new attributes to capture enrollment details related to residency, school choice, expected future transfers, part-time enrollments, and student status and services on the official student count date. Additionally, two attributes, actualDaysAttendance and possibleDaysAttendance, are added to capture attendance aggregates.

Other notable extensions include attributes for GraduationPlan, StudentCTEProgramAssociation, CourseOffering, Student, Section, and StudentDisciplineIncidentBehaviorAssociation. These extensions enhance the ability to manage and analyze various aspects of student data, ensuring comprehensive coverage of transportation, immunization, special education eligibility, and other critical areas.

Overall, Wisconsin created a moderate number of extensions to the Ed-Fi core in the areas that include student transportation, immunization, special education program eligibility, enrollment, and career pathways.

Ed-Fi recommended the state to implement StudentSpecialEducationProgramEligibilityAssociation instead of extension by migrating to DS v5.x and was inspired by the StudentTransportation, ImmunizationRegistry and Assessment Registration related extensions the state has created while designing those updates in Data Standard v5.1 and v5.2.patientIdentifier, and various details about pharmacy treatment administrations.

A new association, StudentSpecialEducationProgramEligibilityAssociation, captures key data and milestones related to a student's eligibility determination for special education services. This association includes attributes like educationOrganizationId, programName, programTypeDescriptor, studentUniqueId, and several others related to evaluation and eligibility.

The StudentSchoolAssociation is expanded with thirteen new attributes to capture enrollment details related to residency, school choice, expected future transfers, part-time enrollments, and student status and services on the official student count date. Additionally, two attributes, actualDaysAttendance and possibleDaysAttendance, are added to capture attendance aggregates.

Other notable extensions include attributes for GraduationPlan, StudentCTEProgramAssociation, CourseOffering, Student, Section, and StudentDisciplineIncidentBehaviorAssociation. These extensions enhance the ability to manage and analyze various aspects of student data, ensuring comprehensive coverage of transportation, immunization, special education eligibility, and other critical areas.

Overall, Wisconsin created a moderate number of extensions to the Ed-Fi core in the areas that include student transportation, immunization, special education program eligibility, enrollment, and career pathways.

Ed-Fi recommended the state to implement StudentSpecialEducationProgramEligibilityAssociation instead of extension by migrating to DS v5.x and was inspired by the StudentTransportation, ImmunizationRegistry and Assessment Registration related extensions the state has created while designing those updates in Data Standard v5.1 and v5.2.

Conclusion

The 2024 assessment of Ed-Fi Data Standard implementation across states provided valuable insights into how states use and extend the Ed-Fi Unifying Data Model (UDM). The primary goal was to reduce costs for vendors by identifying deviations from the core model and creating a more standardized approach.

Key findings include:

• Variability in Extensions: Some states like Michigan and Texas heavily extended the core model while others like South Carolina and Indiana primarily used the core model.

• State-Specific Requirements: States like Arizona, Delaware, and Texas created extensive extensions for special education, student transportation, medical data tracking, and accountability data. In contrast, states like South Carolina and Nebraska focused on specific areas such as assessment administration and crisis event related information.

The Ed-Fi Alliance is committed to continuous improvement and innovation of the Ed-Fi Data Standard based on use cases in the field while providing better opportunities for the vendor community for cost reduction. To achieve that Ed-Fi Alliance will continue systematically gathering and analyzing data from statewide implementations.

Moving forward, the Ed-Fi Alliance will:

• Work closely with state education agencies to sustain data standards.

• Leverage common extension entities for broader adoption.

• Foster cross-state collaboration to identify common extension attributes for potential inclusion in the core model.

In conclusion, the 2024 assessment provided a comprehensive understanding of the current state of Ed-Fi Data Standard implementation. It highlighted both successes and areas for improvement. The Ed-Fi Alliance remains dedicated to supporting its community members by fostering a collaborative environment and continuously enhancing the Ed-Fi UDM to meet the evolving needs of educational agencies and technology providers, with a focus on reducing vendor costs.

👉 To see reports for each state use the links below

📄 Analysis Report for Arizona

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