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ERIC Number: ED537573
Record Type: Non-Journal
Publication Date: 2012
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
Using Data for School Improvement. Research Brief
Education Partnerships, Inc.
How can principals and teachers use available data to plan school improvements? How can principals and teachers gather and analyze data that are useful for school reform? Karen Levesque and her colleagues sum up the problem of data use in schools this way. Most school districts and schools in this country are routinely involved in data collection. However, they do not typically use the data they collect in a systematic fashion to identify strengths and weaknesses at their sites and to develop improvement strategies. More recently, data utilization has been the centerpiece of school reform efforts, focusing principals' and teachers' attention on student performance as the most important driving force for school improvement. However, as Ron Williamson, professor of educational leadership at Eastern Michigan University says, "data by themselves are not very useful to principals and teachers for school improvement purposes. It's only when data have been turned into information, and that information is used to stimulate conversations about the future directions of the school, that data utilization is meaningful and important in school reform." In order for data to be useful to principals and teachers, there is agreement among most scholars that certain conditions must be met: (1) The data must be clearly relevant to the people using them; (2) Data must be reduced or transformed to become clear "information"; and (3 Data must be trustworthy. It's a short list, but a very tall order. Fortunately, numerous resources have been created by various players in the school reform movement to help principals gather, transform, and use data for school improvement efforts with their faculty and community. The resources provided in this brief represent some of the best and most useful. (Contains 12 online resources.)
Education Partnerships, Inc. Web site: http://www.educationpartnerships.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: Education Partnerships, Inc. (EPI)