Data done right - 0 views
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This is the NCLB model. Schools are expected to collect data once a year, slice and dice them in various ways, set some goals based on the analyses, do some things differently, and then wait another whole year to see if their efforts were successful. Somehow, this model is supposed to get schools to 100% proficiency on key learning outcomes.
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he key difference in this model is an emphasis on ongoing progress monitoring and continuous, useful data flow to teachers
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Under this approach, schools have good baseline data available to them, which means that the data are useful for diagnostic purposes in the classroom and thus relevant to instruction. The data also are timely, meaning that teachers rarely have to wait more than a few days to get results. In an effective data-driven school, educators also are very clear about what essential instructional outcomes they are trying to achieve (this is actually much rarer than one would suppose) and set both short- and long-term measurable instructional goals from their data.
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Thoughtful analysis from Scott McLeod. In his work with numerous school organizations in multiple states, he has seen the power of data firsthand. When done right, data-driven education can have powerful impacts on the learning outcomes of students. Unfortunately, most school districts still are struggling with their data-driven practice. Much of this is because they continue to think about using data from a compliance mindset rather than using data for meaningful school improvement
