ERIC Number: ED494094
Record Type: Non-Journal
Publication Date: 2006-Sep
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Using Data: The Math's Not the Hard Part. Issue Brief
Jerald, Craig D.
Center for Comprehensive School Reform and Improvement
This is the fifth in a series of issue briefs to be written for The Center for Comprehensive School Reform and Improvement during 2006. In this brief, author Craig Jerald highlights research collected in the July 2005 special issue of the "Journal of Education for Students Placed at Risk" to argue for collecting and using data to increase student achievement. American education stands at the brink of its own information revolution. But the revolution will not be automatic. Educators will need plenty of support, not just to decipher the statistics and operate the software but to link data to instructional problems and solutions. How much help they get will determine whether the new tools get used simply to push a few test scores over the proficiency line or to enable whole schools to establish the "culture of inquiry" that forms the cornerstone of continuous improvement. (Contains 21 endnotes.) [This document was produced by The Center for Comprehensive School Reform and Improvement, administered by Learning Point Associates in partnership with the Southwest Educational Development Laboratory (SEDL) and WestEd, under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.]
Descriptors: High Risk Students, Academic Achievement, Data Collection, Research Utilization, Inquiry, Educational Improvement, Elementary Secondary Education, Problem Solving, School Districts, Educational Research, Educational Environment, Computer Uses in Education, Access to Information, Data Analysis, Information Technology
Center for Comprehensive School Reform and Improvement. 1100 17th Street NW Suite 500, Washington, DC 20035. Tel: 877-277-2744; Web site: http://www.centerforcsri.org
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Elementary and Secondary Education (ED), Washington, DC.
Authoring Institution: N/A
Grant or Contract Numbers: N/A