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This case study from the Consortium for School Networking (CoSN) provides an up-close look at how one of these trailblazers has established a sustainable strategy for data-driven decision making (DDDM).

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It's not as easy as it looks to determine which schools are doing better than others. Two different criteria are relevant: is the difference in performance between two schools large enough to matter, which is sometimes termed educational significance or practical significance; and is the difference in performance between two schools real, or could it just be due to chance, which is typically described as statistical significance. Ideally, we are interested in differences that are both practically and statistically significant. But a difference could be large, but not statistically significant (which is often the case when we have a small sample of information about performance), or statistically significant, but very small (in which we are pretty sure that the difference is real, but it's just not very important). (Yes, statistical significance does matter!)

One of the country's largest school districts has found great success in managing student records through a customized data warehousing, reporting, and analytics package. Teachers and administrators are extremely pleased with the tool, which helps them track the large and often transient student populations they serve in rapidly growing Hillsborough County, Florida.

With over 420,000 students and more than 600 schools, Chicago Public Schools finds itself in all three stages of data-driven decision making at once: collection, analysis, and action. The master data warehouse is nearly complete and will be rolled out in fall 2007 along with systems for specialized services management, curriculum instruction, and student information. Analysis is handled by the Office of Research and Analysis and published on a dedicated research Web site (http://research.cps.k12.il.us). The Principals Technology Leadership Institute (PTLI) is training principals in the art and science of using data for decision-making within their schools.

A Louisiana district scours a year's worth of discipline reports for patterns. It occurred to Bowman that analyzing the reports could provide insight into the root causes of disciplinary problems--tardiness, dress code violations, fighting, vandalism, and more--as well as the effectiveness of how the schools deal with them, and how fairly discipline is enforced. The reports generally contain structured data, including demographic information such as the student's grade and age, and a written narrative that describes the infraction.

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.

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