Data-Based Decision Making
Data-Based Decision Making
Jennifer Rebelo
EDC 6103
September 6, 2012
According to the Data Quality Campaign of 2011, every state now has the opportunity "from parents to policymakers, to use data to inform decisions that will improve student outcomes and system performance" (Data for Action, 2011). Studies have indicated that 36 states collect and provide information in regards to students past performance, and 33 states actually produce reports that measure students' individual growth over time. The findings have further demonstrated that most states are hesitant to make their data publicly known. "Skepticism about the quality and use of data continues because data previously were commonly used to punish rather than inform" where improvement is needed or revealed (Data for Action, 2011). Most states have also yet to realize that test scores are not the only form of data that needs to be considered important. The most useful data includes:
1. Longitudinal - following students over time
2. Actionable - timely, user-friendly and meaningful
3. Contextual - robuse, comparable and presented as part of the bigger picture
4. Interopirable- matches, linked, and shared across sustems and sectors
The Data Campaign conducted a study which concluded that there were several challenges faced by the states. First and foremost, the majority of states do not have capacity to prepare students for jobs due to the lack of understanding of needed connection between jobs and education. Second, states have not established a system to tackle time and trust issues, in addition to identifying critical questions of how to progress further. Finally, educators need training and professional development to be "data literate." These challenges need to be remedied in order to see positive change. (Data for Action, 2011) "One danger in the current environment is that we lose sight of the fact that decisions are judgments about what needs to be done within a
Jennifer Rebelo
EDC 6103
September 6, 2012
According to the Data Quality Campaign of 2011, every state now has the opportunity "from parents to policymakers, to use data to inform decisions that will improve student outcomes and system performance" (Data for Action, 2011). Studies have indicated that 36 states collect and provide information in regards to students past performance, and 33 states actually produce reports that measure students' individual growth over time. The findings have further demonstrated that most states are hesitant to make their data publicly known. "Skepticism about the quality and use of data continues because data previously were commonly used to punish rather than inform" where improvement is needed or revealed (Data for Action, 2011). Most states have also yet to realize that test scores are not the only form of data that needs to be considered important. The most useful data includes:
1. Longitudinal - following students over time
2. Actionable - timely, user-friendly and meaningful
3. Contextual - robuse, comparable and presented as part of the bigger picture
4. Interopirable- matches, linked, and shared across sustems and sectors
The Data Campaign conducted a study which concluded that there were several challenges faced by the states. First and foremost, the majority of states do not have capacity to prepare students for jobs due to the lack of understanding of needed connection between jobs and education. Second, states have not established a system to tackle time and trust issues, in addition to identifying critical questions of how to progress further. Finally, educators need training and professional development to be "data literate." These challenges need to be remedied in order to see positive change. (Data for Action, 2011) "One danger in the current environment is that we lose sight of the fact that decisions are judgments about what needs to be done within a