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At the New Mexico School for the Arts, they tried a variety of approaches for using data to improve student achievement, and didn't get it right at first. This article shares what they learned.

Parents and caregivers usually receive and review several report cards throughout the school year. They may also see the quizzes and read the papers that result in their kid's average grades. But sometimes when standardized test reports go home, children's scores don't match the grades they've earned for their work in school.

This article includes example-based insights and techniques for using student performance data when talking to parents about their children.

This article discusses the effects of learning targets on all people in the school - students, teachers, principals and central-office administrators. It goes on to describe ways to create an effective learning target and the actions necessary order to do so. Furthermore, it outlines the process of learning targets. Effective learning targets are able to help close the achievement gap!

This guide offers five recommendations to help educators effectively use data to monitor students' academic progress and evaluate instructional practices.

I like how this article breaks down five different recommendations and makes it easy for the reader to explore what they choose without overwhelming them. I will be bookmarking this!

My school does not use data for instructional purposes. This is a great guide for us to use in order to start collecting and using data for instructional purposes.

I thought that this was an interesting article because it touched on the social aspect of learning and achievement gaps and not so much on the academic.

This is not an article but a diagram that shows how learning gaps in lower grades continue and get more pronounced as a student moves on. I felt that this was important to me because I teach 1st grade. As teachers we need to lessen the learning gaps early.

Great article about how different states and communities reduced the achievement gap. It mentions Maryland, and states that MD provides extra instruction for students who are not on track to pass the High School Assessment. But I think it would be a lot more useful to provide extra instruction at lower grades to reduce the achievement gap early on.

I selected this article since I primarily work with college students and need to offer additional support to help students use their self-advocacy skills for their own learning goals. I feel that this would be a good way to address learning gaps by integrating these skills into our instruction. Abstract: Self-advocacy is the ability to communicate one's needs and wants and to make decisions about the supports needed to achieve them (Stodden, Conway, & Chang, 2003). Research shows self-advocacy skills are related to academic performance and successful adaptation to college (Adams & Proctor, 2010; Getzel & Thoma, 2008; Hadley, 2006; Murray, Lombardi, & Kosty, 2014; Thoma & Wehmeyer, 2005).

This article discusses how teachers can help every student move forward and experience success by anticipating possible gaps in knowledge and building scaffolds into each lesson to address these gaps. The author, Pepper Rollins (2016), describes a variety of tools to provide such support.

This article talks about seeing all students as part of your classroom. I personally like how it lists things to think about when instructing students. Although some will think these are no brainers, its always good to reflect on yourself as an educator. Especially when it comes to students with IEPs and 504s. I also liked how it reminds educators to reflect on the whole student and think about forces outside the school that greatly affect the students performance in the classroom.

This scholarly article identifies some strategies for improving the gaps between instruction and learning.

This article discuss the vast availability of technology and how using apps in the classroom can help close student learning gaps.

This article discusses how effective professional development has an impact on improving student learning. The author examines what "effective" professional development looks like and why it's important.

Article discusses how teachers can use data to drive instruction.

Compose specific questions that you will ask your students (or that you anticipate they will ask you). Doing so will help you increase student participation and encourage active learning. This article offers several helpful strategies for asking questions, responding to questions, and even provides a list of sample questions a teacher can ask to help students meet specific learning goals.