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Increasingly, school board members from around the country are using data to help make good decisions about improving public education for all children. As school districts across the country grapple with how to think systemically and strategically about reaching student achievement goals and forging creative solutions from standardized test data, data-driven decision making can be used to inform board decisions.

May 2008 : THE Journal. The challenge for teachers is to find ways to support in-depth learning and increased student achievement, "...while also employing a variety of measures, including standardized tests." What kinds of new methods would provide the kind of learning environments and learning measurements that truly reflect the learning that is taking place? What new skills are needed if instructors are to meet this challenge?

This book is a step by step recipe book for using data in your schools. "It answers the who, what, when, where, and how. The book is not a complicated read and it is an excellent book for a book study with the entire staff.This book will help staffs to understand how data can help to improve the climate and culture in a school, instruction and the academic outcome of all students."

The 118 page report, "Framework for a Comprehensive Education Data System in California - Unlocking the Power of Data to Continually Improve Public Education," recommends significantly expanding and linking information from California's K-12 system to data from pre-K, higher education, workforce, and social services data systems to inform decisions that extend beyond K-12.

Our goal as educators should be to veer from an equal learning experience toward an equitable learning experience. Our job is to make sure all students have a fair, and possibly unequal, learning experience. Ensuring that each student has a fair opportunity to succeed means that one student's path may look very different from another's.

Assessment validity refers to the accuracy of a score-based inference about a test taker's status. This definition sounds pretty highbrow, but it really isn't. Educators are interested in getting a fix on students' knowledge and skills so they can make sensible instructional decisions about those students. But teachers can't tell how much a particular student knows merely by looking at the student. That's because students' cognitive skills and knowledge are covert. Accordingly, we test students so we can use their overt responses to the test to make an inference about what's covert. Tests aren't valid or invalid; inferences are.

Demystify that data! A powerful asset to data driven inquiry and improvement, Data Wise comes out of a work group of Boston Public School leaders and Harvard Graduate School of Education faculty and doctoral students and is informed by the development of a data system now used by all Boston Public Schools. Data Wise guides schools and school systems through the growth of comprehensive data systems that encompass classroom work samples as well as standardized tests.

Seventh-graders who take algebra are ahead of the game but can throw off attempts to use state test results to judge their schools' performance. Most students don't take Algebra 1 until eighth or ninth grade, but a few school districts offer it to a significant number of seventh-graders. So the results released earlier this month on state math tests can be misleading, districts such as Murrieta Unified point out.

Assessments of learning provide evidence of achievement for public reporting; assessments for learning serve to help students learn more. The crucial distinction is between testing to determine the status of learning and testing to promote greater learning.

A major purpose of the monitoring plan is to put in place a system for the ongoing collection of data aligned with the content standard indicators/objectives you are responsible for teaching. You can't analyze data you don't have. And it is not useful to analyze data that is not aligned with your learning outcomes. Once you have the data, you are ready to analyze it.

Many school districts have begun to administer periodic assessments to complement end-of-the-year state testing. Assessments are used to guide instruction, monitor student learning, evaluate teachers and predict scores on future state tests.

Well before the idea of using data to manage schools gained prominence on the national stage, Oklahoma's Western Heights school district had made the ideal of real-time, data-driven decisionmaking a reality. Back in 2001, Superintendent Joe Kitchens was already being spotlighted for his focus on creating a longitudinal-data system that would give teachers in the 3,400-student district the ability to make quick decisions to improve student learning, while reducing the time spent compiling reports.

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These materials are for school board members who want to know more about how to use data to make good decisions for children in public schools. Trainers who work with school board members also can use these materials at state and national conferences or in local training sessions.

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