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ERIC Number: ED468334
Record Type: Non-Journal
Publication Date: 2002
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Data-Driven Decisionmaking. No Child Left Behind Issue Brief.
Education Commission of the States, Denver, CO.
With schools being held accountable for helping students achieve state standards, and assessments measuring how well schools and students are meeting standards, the types and uses of data become increasingly important. This brief outlines a study conducted by the Education Commission of the States to understand how exemplary districts use data. The study looked at six school districts in California, Colorado, Iowa, Maryland, and Texas. The study found that the types of data collected determined the types of decisions that school board members, principals, and teachers could make. In the exemplary districts, the study found, data were used to: (1) track student achievement; (2) change teachers' attitudes about the potential success of low-performing students; (3) guide teachers' professional development; (4) link appropriate interventions to results; (5) create school-improvement plans; and (6) decide on resource allocations. The report goes on to describe ways exemplary districts and schools support data use, and how technology will continue to make data use more prevalent and more effective for decisionmaking. This brief is one in a series of ECS reports examining the impact of the No Child Left Behind education act on state policy and policymaking. (WFA)
Education Commission of the States, 700 Broadway, Suite 1200, Denver CO 80203-3460. Tel: 303-299-3600; Fax: 303-296-8332; Web site: http://www.ecs.org. For full text: http://www.ecs.org/clearinghouse/35/52/3552.pdf.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Education Commission of the States, Denver, CO.
Identifiers - Location: California; Colorado; Iowa; Maryland; Texas