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Using Data: How can long-term outcomes inform instructional programming? - Access related research titles from the ECS Research Studies Database. Links embedded in titles will take you to each study's major findings and recommendations....

A Conceptual Framework for Data-Driven Decision Making - A positive relationship exists between data use and student improvement. Here is a framework to understand the benefits and limitations of data, which data is relevant for decision making and how it is to be appropriately used. It is encompassed as two figures, one providing a generalized theory of action of how data-driven decision making can lead to improved student success and the other which maps the decision making process at different levels of the system. (Brian Gill, Brandon Coffee Borden and Kristin Hallgren, Mathematica, June 2014) ...

Roadmap for Educator Licensure Policy: Addressing Data Literacy - To ensure that teachers are ready to use data effectively and ethically to improve student achievement, states can include data literacy skills requirements in their teacher licensing policies. (Data Quality Campaign, May 2014)...

Teacher Data Literacy: It's About Time - State policies have not gone far enough to promote teacher skills in using data to improve outcomes, the authors of this brief assert. Many teachers still regard data as an overwhelming burden rather than a tool for improving instruction. It’s recommended that state policymakers embed the definition of data literacy into teacher policies and outlines. Further, licensure exams and performance assessments should be used to measure whether educators have needed data literacy skills before they enter the classroom, and professional development should be focused on data use. Finally, evidence of teacher data literacy skills should be incorporated into performance evaluations. (Data Quality Campaign, February 2014)...

Right Questions, Right Data, Right Answers - A new analysis of 49 states and the District of Columbia finds states have made great progress in their use of education data, shifting their vision from collection for compliance to effective use in the statehouse, in the district office, and in the classroom. While states have more capacity to use secure information, they need to concentrate on using the right data to answer the right questions to improve student success. This is the ninth version of an annual look at states’ use of data and for the first time two states–Arkansas and Delaware–have achieved all of the Data Quality Campaign’s 10 Actions to Ensure Effective Data Use.(Data Quality Campaign, November 2013)...

Five Steps for Structuring Data-Informed Conversations and Action in Education - Education data teams are shown how to move beyond simply reporting data to applying data to direct strategic action. Using questions, suggested activities, and activity forms, this guide provides a framework and the tools and vocabulary needed to support an informed conversation around the data they generate or acquire. The guide walks data teams through five key steps in using data for informed decision making and strategic action: setting the stage, examining the data, understanding the findings, developing an action plan, and monitoring progress and measuring success. (Wendy Kekahlo and Myriam Baker, National Center for Education Evaluation and Regional Assistance, September 2013)...

The Chief Performance Officer in Education - The role of Chief Performance Officer is rapidly finding a place in state education agencies nationally. The "what" and "why" of performance management systems are featured in this report as well as an explanation of the new role of the Chief Performance Officer in state education agencies. Performance management is a strategic approach to improvement in which the whole organization shares the same goals. Not the same as accountability, it assumes the people closest to a problem are the best ones to solve it.(Dean Nafziger, Edvance Research, August 2013) ...

Just the Right Mix: Using an Early Warning Approach to Identify Potential Dropouts Across All Grades - Researchers applied longitudinal data from Montgomery County (Md.) Public Schools to identify early warning indicators (EWIs) across all grades–even the early grades–for dropping out. Using attendance, behavior, and course performance patterns, they looked at grades 1, 3, 6, and 9 and identified EWIs. In attendance, the telling sign was absence nine or more times for first graders, three or more times for grades 3, 6, and 9. Suspension at grades 1, 3, 6, and 9 in or out of school one or more times doubled the odds of dropping out of high school. Being below grade level in reading and/or mathematics also doubled chances of dropping out. (Everyone Graduates Center at Johns Hopkins University, July 2013)...

Focus on People to Change Data Culture - The good news: states are progressing toward effective data use. The bad news: they are not yet meeting people's needs with it. The Data Quality Campaign (DQC) says states have laid the foundations to link P-20/Workforce databases, but lack governance structures needed to share limited, critical data. Further, while they're producing reports, they're lagging in ensuring data reach stakeholders like parents. More needs to be done in training to help stakeholders use data. (Data Quality Campaign, November 2012)...

What Teacher Preparation Programs Teach About K-12 Assessment: A Review - This report provides information on the preparation provided in teacher training programs regarding using assessment data to improve classroom instruction. The report follows a similar shorter report released in March 2012. This report expands the initial sampling to encompass 180 undergraduate and graduate programs housed in 98 institutions in 30 states. The authors' purpose is to encourage teacher preparation programs, along with the federal and state agencies supporting and overseeing these programs, to focus more on the importance of future teachers' knowledge and skills in the increasingly critical area of assessment. (National Council on Teacher Quality, May 2012)...

Portland Public Schools: From Data and Decisions to Implementation and Results on Dropout Prevention - In the course of a single calendar year (2007-08) Portland Public Schools began to have a positive impact in addressing its dropout problem. How? Middle school leaders provided detailed information on each struggling student. High school administrators used the data and other supports from the district to begin changing the behavior and the beliefs of the adults in their buildings against the odds. Students' performance on the critical dropout risk indicators improved in aggregate as more of them were supported in taking ownership of their learning and their future. These accomplishments send an important message to students, their parents and the community at large. (Daniel Stid, Kate O'Neill and Susan Colby, The Bridgespan Group, January 2009) ...


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