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ERIC Number: ED556051
Record Type: Non-Journal
Publication Date: 2012-Oct
Pages: 28
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Usage Patterns and Perceptions of the Achievement Reporting and Innovation System (ARIS). Technical Appendices
Gold, Thomas; Lent, Jessica; Cole, Rachel; Kemple, James; Nathanson, Lori; Brand, Janet
Research Alliance for New York City Schools
The federal government, states, school districts, and private foundations are investing hundreds of millions of dollars in educational data management systems. The hope for these investments is that providing better information to teachers and administrators, particularly student performance data, will support school-wide planning, inform classroom practice, and ultimately boost student achievement. Like many previous education reform trends, however, the investment in building these sophisticated data systems has yet to be matched by a commensurate investment in research on their implementation or effectiveness. As a result, little is known about how much and in what ways these systems are actually used, what conditions optimize their use, and, in the end, whether they are making a difference. The report offers the first systematic examination of actual usage of New York City's Achievement Reporting and Innovation System (ARIS). ARIS is a comprehensive data system designed to put student information within easy reach of school administrators and teachers. The findings suggest that ARIS has been used successfully as a school-wide planning tool, but was less valuable as a direct aid to classroom instruction. The Research Alliance will continue its study of ARIS through 2013, including an examination of some of the new components and features that have been developed recently by the Department of Education. This document contains the Technical Appendices accompanying the report " Usage Patterns and Perceptions of the Achievement Reporting and Innovation System (ARIS)."Provided here is additional information about the data collected and used in the analysis for the main report. Presented here are the following: (1) Additional Tables; (2) Technical Documentation; and (3) Surveys and Interview/Focus Group Protocols. [This report was written with the assistance of Chelsea Farley. For the full report, see ED556050; for the executive summary, see ED556052.]
Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org
Publication Type: Reports - Research-practitioner Partnerships; Numerical/Quantitative Data; Tests/Questionnaires
Education Level: Elementary Secondary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: Policymakers; Practitioners
Language: English
Sponsor: Spencer Foundation
Authoring Institution: New York University, Research Alliance for New York City Schools
Identifiers - Location: New York