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This brief examines policies and practices concerning the use of data to inform school improvement strategies and to provide information for accountability. This twin-pronged movement, termed Data-Driven Improvement and Accountability (DDIA), can lead either to greater quality, equity and integrity, or to deterioration of services and distraction from core purposes. The question addressed by this brief is what factors and forces can lead DDIA to generate more positive and fewer negative outcomes in relation to both improvement and accountability. The policy brief concludes with 12 recommendations for establishing more effective and productive systems and processes, derived from its analysis of the relevant research. A report containing model legislation follows, detailing a legal structure that would use data effectively to create a multi-level system of accountability designed for school improvement.

What is happening is that Excel is displaying a series of # signs instead of the text.

First things first: Excel can store about 32,000 text characters in a cell, but it can only display up to 255 characters if the cell is formatted as text. If the cell contains more than 255 characters and the cell is formatted as text, then the hash marks are displayed.

The solution is to change the format of the cell to general; then the text will display as you expect.

Demographer Bernard Salt has unveiled his report `Super connected jobs', commissioned by nbn, which looks at how jobs will change as we move further into the digital age.

Mr Salt says regardless of how technology changes, we are always going to need doctors, accountants, dentists, urban planners and teachers.It's just the way they conduct their work that might change.

it's not just about technical skills. It's about attitude - being adaptable and open to change."Lean into tech. Embrace it, learn it, master it, command it, surf it," he said.

what is important in digital literacy is that we understand and teach “how to use technology, or relate to it, in ways that are productive and meaningful” (p. 144). As she says, if we ignore technology altogether, like Samuel’s limiters, or provide students with access to technology without guidance, as do enablers, we prevent them from developing a critical understanding of the role that technology plays in our culture, ultimately leaving them with no position from which to understand emerging technology other than fear or blind acceptance

Samuel reports that she has found some telling correlations in her data between these parenting approaches and children’s online behaviors, noting that “mentors are more likely than limiters to talk with their kids about how to use technology or the Internet responsibly,” while “among school-aged kids,” it is the “children of limiters who are most likely to engage in problematic behavior: they’re twice as likely as the children of mentors to access porn, or to post rude or hostile comments online; they’re also three times as likely to go online and impersonate a classmate, peer, or adult.”