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).
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.
In a move that could prompt major changes in the way states measure the achievement of English-language learners, the U.S. Department of Education is planning to tell states they must each use a consistent yardstick in determining when a child is fluent in English and when that child no longer needs special ELL services.
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.
5. Data-driven decision making does not save time.
The first year is all about setting goals in the community and district. Year two is about roll-out and implementation, and it's not until years three or four that you can really see the effects,"
3. Get ready to feel threatened.
6. Your data's cleanliness is next to Godliness.
7. Don't shoot first and ask questions later.
9. NLCB is just the beginning of your journey.
8. A good D3M solution is one you can afford to change.
California schools, required by the federal No Child Left Behind Act to lift more students over a higher academic hurdle this year, instead stumbled and slipped back, as nearly 1,400 fewer schools met test-score targets.
How can we improve student learning in the classroom and raise student performance on high-stakes tests? The key is continuing assessment and evaluation throughout the school year, as well as a commitment to the success of all students.
Overall SAT scores remained flat this year amid continued but slowing growth in the number of high school seniors taking the widely used college-entrance exam, according to a report released today by the College Board, the New York City-based nonprofit organization that owns the exam.
But the good news came paired with bad as state Superintendent of Public Instruction Jack O'Connell declared that the education of African American students has reached a crisis stage. Scores of that group remained well below those of white and Asian American students, he said, while black students' English skills generally match those of Latino students - many of whom are just learning the language.
The state's public school students improved in reading, writing and mathematics this year, marking five years of near-steady growth on the tough California Standards Test, results released Thursday show.
Schools in our country hear that data makes the difference in improving student achievement. Not all schools, however, have felt the positive impact from what they believe is data-driven decision making. The most common reason: Most school districts in this country believe they are being data-driven when they have analyzed the dickens out of their state assessment results.
Continuous Improvement: It takes more than test scores. Analyzing state assessment results is only the beginning of effective data-driven decision making. There is no question that the passage of No Child Left Behind in 2001 has impacted schools in at least two ways: First and foremost, NCLB has made the use of data to improve student achievement imperative; and second, NCLB has increased the need for continuous improvement processes within schools. Summative data just the beginning
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.
The credit of the advancement or to be more precise the breakthrough which has occurred through breaking various deadlocks in the lighting technology ...
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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.