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When K-12 school districts began implementing the first student information systems (SISs) during the 1990s, special education was largely left out of the process. The two systems evolved as separate entities, technologically speaking, and in the handling of individualized education programs (IEPs), paper remained the dominant storage medium long after other student records had made the digital transition.Left out of the digital revolution for too long, special education is finally being integrated into student information systems.

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.

Journal of Staff Development. New routes open when one type of data crosses another. As educators become more familiar with collecting and interpreting school data, they can begin "running data at each other," framing questions that require analysis of multiple types of information. Educators can cross two, three, and four categories of data in ways that can provide new insight into student learning and how to improve it.

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

The professional learning community model has now reached a critical juncture, one well known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, "This too shall pass."

With a significant and growing population of linguistically diverse learners, careful measures must be taken to ensure equitable assessment of students' performance. If not, the achievement gap between the "advantaged" and "disadvantaged" will widen in our society (NCEST, 1992). Studies over the last decade have resulted in findings that can be translated into guidelines that can assist in equitable assessments. However, it will be up to state and local education agencies to begin the process of crafting assessments that reflect this knowledge and meet the educational needs of their student populations.

This site is for district STAR coordinators. The site was developed and is maintained by Educational Testing Service (ETS) under contract with the California Department of Education (CDE). The CDE has contracted with ETS for the development, administration, scoring, and reporting of the California Standards Tests, the California Modified Assessment, the California Alternate Performance Assessment, and the Standards-based Tests in Spanish.

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A Comparative Analysis of Superintendent, Principal, and Teachers' Perceptions of Accountability Systems. The purpose of this technical report is to develop a better understanding of the assessment and accountability practices and policies that educators are implementing in the classrooms, schools, and districts and to examine whether those policies are associated with perceived school and student improvements in achievement.\n\nThe study provides descriptive information about the need for schools and districts to effectively use data, how schools and districts use data to guide classroom practice, and the difference in data use based on the level of student proficiency in individual schools.

A tool and means to the development of human capital and capacity building in education. - Free Online Library

Professional development planning focuses attention on how the system as a whole and individuals must change to achieve the district's goals. Rather than being outlined in its own plan, comprehensive professional development becomes a compilation of plans, each supporting different district and/or school priorities. These individual plans are most effective when they attend to what we know about effective professional learning and ensure that staff development is results-driven, standards-based, and focused on educators' daily work.

This Web site is part of the statewide initiative to close the achievement gap. Aimed at supporting the work of policymakers, educators, and interested community members, it is the electronic hub for helpful information, research, and success stories about efforts to close the gap in California.

One of the most vexing problems in American education is the achievement gap. Schools and districts are tackling the problem in different ways and seeing results. The first step in dealing with the achievement gap is acknowledging that the problem exists. Yet not all districts break down student performance data to show how various racial and ethnic groups perform.

From PBS 39 Education. What is data driven decsion making and why is it needed? Using data is critical in strategies for student achievement.

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.

From the California Department of Education

How schools can move beyond D3M to embrace a culture of education performance management.

It is ethically imperative that educators develop assessment strategies that ensure equity in assessing and interpreting student performance.

This site is intended to help K-12 educators work with raw student and school data.

"Data-based decisions"-the phrase has become a buzzword in education over the last few years. However, it does make sense that using information to help clarify issues, identify alternative solutions to problems, and target resources more effectively will lead to better decisions. The real question should not be whether to integrate the use of data in decision making, but how.Finding good data and using it effectively is actually a complex process-one that many schools and districts are just beginning to address. One specific type of data-based decision making that shows promise for helping schools dramatically increase student achievement is the use of assessment data to drive instructional improvement