Data and Research
What does data-driven decision making mean for your school or district? What data are available, and how are they most effectively collected and analyzed? How can careful data analysis lead to improved teacher planning and instruction? This collection of resources will help you understand the importance of using data in guiding your professional development and teaching.
NSDC Articles
- 8 steps to improvement: Indiana district examines student data and adjusts instruction, by Joan Richardson, October 2005 The Learning System
- Up close and personal: Data review creates an 'aha' moment for suburban teachers, by Joan Richardson, May 2005 Results
- Taking data to new depths, by Nancy Love, Fall 2004 JSD
- Data tell a school's full story, by Stephanie Hirsh, December 2002 Results
- Diverse, mobile students successful in DOD schools , by Joan Richardson. March 2002 Results
- No excuses for low learning, by Joan Richardson. February 2002 Results
- National Staff Development Council Standards for Staff Development, Summer 2001
- The numbers game: Measure progress by analyzing data, by Joan Richardson. October/November 2000 Tools for Schools
- Smart moves: Achieving your vision depends on follow-through, by Joan Richardson. August/September 2000 Tools for Schools
- Teacher research leads to learning, action, by Joan Richardson. February/March 2000 Tools for Schools
- Intersections--New routes open when one type of data crosses another, by Victoria L. Bernhardt. Winter 2000 JSD
- On the job: Data analysts focus school improvement efforts, by Joellen Killion and G. Thomas Bellamy. Winter 2000 JSD
- Results are the reason--Data should be used to select the most results-oriented initiatives, by Dennis Sparks. Winter 2000 JSD
- World-class learning: Making the best even better, by Joan Richardson. November 1999 Results
- Using lesson study to improve teaching, by Dennis Sparks. November 1999 Results
- We're all here to learn, by Joan Richardson. Fall 1998 JSD
- Continuous improvement. February/March 1998 Tools for Schools
- Data-driven improvement effort leads to results in Oak Park, by Joan Richardson. September
1997 Results
- Translating school improvement into numbers by Joan Richardson. February 1997 Innovator
- NOTE: The entire winter 2000 issue of the JSD was devoted to data-driven decision making. Several articles from that issue are included here. Comprehensive members can access the entire issue by logging into the Members only area of the site and selecting the publications link. The October/November 2000 Tools for Schools issue includes several relevant tools for analyzing data, also available to comprehensive members.
Other Web Sites
Data-Driven School Improvement
http://www.ericdigests.org/1997-3/data.html
Johnson, James. ERIC Digest, No. 109, 1997. ERIC Clearinghouse on Educational Management
This digest provides an overview of the use of data in school improvement, what types of data can be collected, and the role of teachers as researchers.
Data Inquiry and Analysis for Educational Reform
http://eric.uoregon.edu/publications/digests/digest153.html
Wade, Howard H. ERIC Digest, No. 153, 2001. ERIC Clearinghouse on Educational Management
As more states and districts turn to data analysis, educators need to understand the types of data to be collected, the uses of that data, and how to engage teachers in data analysis.
Educational Policy Publications: Data-Driven Decision Making
http://www.ncrel.org/policy/pubs/dddm.htm
North Central Regional Educational Laboratory, 2000.
Two articles describe the use of different student assessment strategies for gathering information about instructional improvement and student achievement. An additional report describes the issues related to accountability systems that can be of use in gathering and analyzing school-based data.
Learning by the Numbers
http://www.edutopia.org/php/article.php?id=Art_924
Curtis, Diane. Edutopia, January 2002, The George Lucas Educational Foundation.
This overview of the role of data analysis in school reform provides basic information about the data that schools collect, how that data is used, and the positive results of a data-driven approach to improvement.
This Goes on Your Permanent Record: Data Warehousing
http://www.cio.com/archive/110100/permanent.html
Deck, Stewart. CIO Magazine, December 2000.
An article for business leaders shows how educators make use of data warehouses to collect, store, and use important data for educational improvement. The benefits and costs of these complex systems are described.
Common Core of Data
http://nces.ed.gov/ccd/index.asp
National Center for Education Statistics, U.S. Department of Education
This comprehensive database is updated annually and includes basic information and descriptive statistics about the nation's public elementary and secondary schools.
Education Commission of the States (ECS)
http://www.ecs.org/
This organization was created to facilitate the exchange of information among state policy makers across the country. The web site offers extensive information about specific state policies, funding information, assessments, and NCLB-related developments. The databases section in particular allows users to search for state information on many aspects of education.
Education Trust
http://www.edtrust.org/main/main/index.asp
One aspect of the work of Education Trust is to conduct and disseminate research about student achievement. Data collection and analysis projects include Dispelling the Myth, an ongoing effort to identify and learn from low-income, high-performing schools.
Kids Count
http://www.aecf.org/kidscount/
Annie E. Casey Foundation
This project provides data and information about the status of children in the United States and state by state. Data projects track trends using such sources of information as the U.S. census and birth certificates to inform the public about the well-being of children across a variety of indicators.
National Center for Education Statistics (NCES)
http://nces.ed.gov/
U.S. Department of Education
While several specific reports from NCES are included in NSDC's list of resources, the home page of the data-gathering arm of the U.S. Department of Education leads to several other relevant sources of data and research reports.
The Nation's Report Card
http://nces.ed.gov/nationsreportcard/
National Assessment of Educational Progress (NAEP), National Center for Education Statistics, U.S. Department of Education.
NAEP has collected assessment data since 1969 in a variety of subject areas, including reading, mathematics, science, history, geography, and the arts. NAEP offers results in subject matter achievement, instructional practices, and school environment for a variety of school populations. Resources include information about long-term trends, special studies, and state profiles.
Schools and Staffing Survey
http://nces.ed.gov/surveys/sass/
National Center for Education Statistics (NCES), U.S. Department of Education.
Since the late eighties, NCES has administered surveys to teachers, administrators, schools, and school districts in public and private schools in the U.S. This enormous source of data provides information about staffing issues, school conditions, professional development time, retention and teacher quality, and a variety of other topics. Site visitors can look at trends over time and responses across different respondents.
Data Use: School Improvement Through Data-Driven Decision Making
http://www.ncrel.org/toolbelt/index.html
North Central Regional Educational Laboratory
NCREL has gathered a selection of web-based tools for collecting information, ranging from checklists to surveys, and including information about software tools for data collection and analysis. A tutorial provides an overview of the use of data in school improvement; a bibliography and background section are also included.
Databases Can Help Teachers with Standards Implementation
ftp://eff.csuchico.edu/Downloads/ArticlesOfNote/Dbases.pdf
Bernhardt, Victoria L. Education for the Future Initiative, 2000.
This brief paper offers rationale for using databases to improve teachers' ability to analyze student performance on particular indicators. Examples of using data with specific learning standards are included.
Improving School Board Decision Making: The Data Connection
http://www.schoolboarddata.org/index.htm
The National School Boards Foundation.
Created to support the book of the same name, this web site offers discussion tools, surveys, and readings to guide school boards through the effective use of data to make good decisions for schools, students, and teachers.
The School Health Index
http://www.cdc.gov/nccdphp/dash/shi/index.htm
Division of Adolescent and School Health, National Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control and Prevention, U.S. Department of Health and Human Services, 2000.
Self-assessment and planning guides for elementary and middle/high schools are provided to assist schools in gathering data about and improving their physical activity and nutritional programs.
Tools for School Improvement Planning
http://www.annenberginstitute.org/tools/
Annenberg Institute for School Reform
A selection of resources for gathering and analyzing student data, this project covers surveys, student work and accountability, and information about holding "accountability events."
Using Data to Improve Schools: What's Working
http://www.aasa.org/cas/UsingDataToImproveSchools.pdf
American Association of School Administrators
Educators can use this guide to create a culture of inquiry that values the use of data for sound decision-making in school improvement. School board members, parents, and community members interested in helping improve schools will also find tools for their work.
Data on Enacted Curriculum Study: Summary of Findings
http://www.ccsso.org/publications/details.cfm?PublicationID=257
Council of Chief State School Officers, 2004.
CCSSO and partnering agencies were awarded an NSF grant to determine the effectiveness of a professional development model that emphasized developing teachers' skills in analyzing data to improve classroom instruction. This report summarizes the findings of the study, which focused on middle schools in urban districts.
Data-Driven Decision Making: Identifying the Factors, Conditions and Policies that Support Schools' Use of Data for Decisionmaking and School Improvement: Summary of Findings
http://www.ecs.org/clearinghouse/30/69/3069.doc
Armstrong, Jane and Anthes, Katy. ECS Policy Brief, April 2001. Education Commission of the States
This summary of case studies in five states lists key findings for states, districts, and schools looking to effectively implement data-driven decision making. Preliminary recommendations for policymakers are also included.
Education Week on the Web: Quality Counts Archive
http://www.edweek.org/rc/articles/2004/10/15/qc-archive.html
Each year, Education Week publishes Quality Counts, a 50-state report card on education. Other special reports with educational data include the Technology Counts series and occasional reports on other topics. (Free registration allows access to portions of the site.)
Improving Teaching and Learning with Data-Based Decisions:
Asking the Right Questions and Acting on the Answers
http://www.ers.org/spectrum/sum01a.htm
Protheroe, Nancy. ERS Spectrum, 2001. Educational Research Service
A review of the research on using data to improve education summarizes why and how data are used and how to effectively support school staff in data analysis and goal setting.
Trends in International Mathematics and Science Study (TIMSS)
http://nces.ed.gov/timss/
National Center for Education Statistics (NCES), U.S. Department of Education.
TIMSS, formerly the Third International Mathematics and Science Study, provides extensive information about achievement and educational practices in math and science at the 4th, 8th, and 12th grade levels across many nations. Users can access a wide variety of research reports, data sets, and test items.
Collaborative Inquiry Uses Data to Get Results
http://www.terc.edu/handsonIssues/s01/ready.html
Hands On, Spring 2001, TERC
The Nancy Love book Using Data/Getting Results: A Practical Guide for School Improvement in Mathematics and Science outlines an inquiry process for examining school practices. This article describes how the process works in the Concord, NH school district.
Data-Driven Success
http://www.electronic-school.com/2000/03/0300f3.html
Liddle, Eric. Electronic School, March 2000.
An elementary school in Colorado used their student assessment program to determine what worked and what didn't and raised student achievement scores in the process.
School Reform by the Numbers
http://www.middleweb.com/CSLVfinal/CSLVfinal1.html
The Focused Reporting Project, Jefferson County, KY, Spring 2000
These stories from the final issue of Changing Schools in Louisville review the wealth of student and school achievement data available in the Jefferson County Public School system and describe how some schools are attempting to use that data to help students meet state and local academic standards.
Teachers and Students as Action Researchers: Using Data Daily
http://www.ncrel.org/info/nlp/lpsu00/resrch.htm
Cooper, Cindy with Allison Cromey. Learning Point, Summer 2000.North Central Regional Educational Laboratory.
Precision teaching is how educators in Creve Coeur School District in Illinois describe the process of students participating in setting and reporting on their specific learning goals. This pilot project puts the responsibility for gathering and analyzing learning data directly in the classroom.
Enter the NSDC Bookstore to find these titles.
Data Driven Decisions to Improve Results
Presented by Mike Schmoker
This program can act as a companion to Accountability for Greater Student Learning. Using data effectively is an important piece of accountability. Learn how to implement three practices to bring about greater achievement; explore the importance of working as teams; learn the value of setting measurable and achievable goals; discover how to use and analyze numerous forms of data, observe improved classroom practices implemented as a result of the test data; realize that gathering data is an ongoing process; and experience the impressive gains made by schools who have based decisions to improve student learning on data available to them. (TeachStream/The Video Journal, 2001)
Professional Development in Learning-Centered Schools
Edited by Sarah DeJarnette Caldwell
Provides an overview of leading-edge thinking in professional development, school improvement, principal and teacher leadership, and data-based decision making, among other topics. Chapter authors include Dennis Sparks, Michael Fullan, Fred Wood, Art Costa, Tom Guskey, and Margaret Arbuckle. (1997)
Using Data/Getting Results: A Practical Guide for School Improvement in Mathematics and Science
Nancy Love
Here's ready-to-use help for anyone involved in leading mathematics and science reform at the school or district level - practical strategies and ideas that help you become an active inquirer into how to best improve learning for all students. Here you get the guidelines, tools, and skills you need to take full advantage of the potential for using data as a catalyst for change. The ideal combination of practical tools and a conceptual framework for understanding data-driven reform.
(Christopher-Gordon Publishers, 2002)
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