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ERIC Number: EJ762463
Record Type: Journal
Publication Date: 2006-Jul
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0192-592X
Using Technology to Improve Achievement: Making Data Relevant
Wolf, Mary Ann
T.H.E. Journal, v33 n12 p32-34 Jul 2006
Most researchers agree that several broad-based steps are required for the effective use of data in education. First, states or districts must agree upon which data elements and indicators to collect. Then, those responsible for collecting the data must ensure its integrity. Once the data is considered valid and reliable, educators must have the opportunity to use the data--and they must know what to do with it. The U.S. federal government has ben a key player in the process of suggesting the use of new information systems to help states and districts individualize instruction and boost student learning. For many years now, the U.S. Department of Education has worked to define which data elements and indicators should be collected at the state and district levels. The No Child Left Behind Act has played a major role in defining data, collecting data, and generally raising the attention given to data. In November of 2005, the Institute of Education Sciences launched an important effort, awarding grants to 14 state education departments for the implementation and development of statewide longitudinal data systems. The way these grants are being used demonstrates not only the potential of such statewide data systems, but also what states hope to accomplish with data systems. Bolstered by robust data systems and timely assessment information, teachers throughout the country are producing upward spikes in student performance.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001