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Clearinghouse on Educational Policy and Management
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Preselected Search: Data Analysis
Leadership Issues and ResourcesEJ655358 EA540091Diversify Your Assessment Portfolio. Author: Dubrovich, Michael A. Availability: AACE, P.O. Box 3728, Norfolk, VA 23514-3728. (membership/subscription $80 per year individuals, $115 per year institutions United States; international add $15 per journal for postage. Single copies $20, plus shipping: $2.50 United States, $3.50 Canada/Mexico, $7.50 other international). Tel: 757-623-7588; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org. Journal Citation: Principal, v82 n2 p56-58 Nov-Dec 2002 Publication Date: 2002 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAR2003 Abstract: Calls for principals to collect data on student performance that go beyond scores on high-stakes tests. Explains reasons for selecting student assessment data that are reliable, universal, and understandable. Describes three advantages of commercial electronic assessment programs: quick feedback, ease of use, and multiplicity. (PKP) Descriptors: Computer Software; *Data Analysis; Elementary Education; High Stakes Tests; *Portfolios (Background Materials); *Student Evaluation EJ634850 EA538886 How Data Can Help. Author: Armstrong, Jane; Anthes, Katy Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: American School Board Journal, v188 n11 p38-41 Nov 2001 Publication Date: 2001 ISSN: 0003-0953 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080); Reports--Research (143) Journal Announcement: CIJAPR2002 Abstract: The Education Commission of the States conducted interviews in six school districts in five different states (California, Colorado, Iowa, Maryland, and Texas) to understand how districts can use data most effectively. These districts had used data to dramatically improve student achievement. Districts that make wise use of data have strong leadership, a supportive districtwide culture, and close accounting of students' performance. (MLF) Descriptors: *Academic Achievement; *Data Analysis; *Data Interpretation; *Databases; Demography; Educational Improvement; Elementary Secondary Education; *Research Utilization; *School Districts; EJ634849 EA538885 Making Data Count. Author: Carr, Nora Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: American School Board Journal, v188 n11 p34-37 Nov 2001 Publication Date: 2001 ISSN: 0003-0953 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJAPR2002 Abstract: School leaders are developing a "just-in-time" approach to research and data analysis to help inform and shape their decisions. Careful analysis of data can reveal patterns that can be improved. The key is to focus districts' research and analysis on the issues that will make the biggest difference in terms of student, teacher, and system performance. A useful tool comes from the International Organization for Standardization. (MLF) Descriptors: Academic Achievement; *Accountability; *Data Analysis; *Data Interpretation; *Databases; Decision Making; *Educational Improvement; Elementary Secondary Education; Public Schools; *School Administration Identifiers: *International Organization for Standardization EJ630819 EA538486 Data Analysis and the Principalship. Author: Creighton, Theodore B. Availability: Journal Citation: Principal Leadership, v1 n9 p52-57 May-Jun 2001 Publication Date: 2001 ISSN: 1529-8957 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJFEB2002 Abstract: The presentation of statistics in administrator preparation programs is often irrelevant to administrative realities, fails to integrate appropriate teaching technologies, and stresses inferential statistics over statistical strategies for improving skills in problem analysis, program and student evaluation, data-based decision making, and report preparation. Alternatives are discussed. (MLH) Descriptors: Administrator Education; *Administrator Effectiveness; *Data Analysis; Data Collection; Decision Making; Elementary Secondary Education; *Instructional Leadership; *Leadership Responsibility; *Principals; *Statistical Analysis; Theory Practice Relationship Identifiers: *Analytical Reasoning EJ627853 EA538286 Data Analysis by Walking Around. Author: Barnes, Francis V.; Miller, Marilyn Availability: Journal Citation: School Administrator, v58 n4 p20-22,24-25 Apr 2001 Publication Date: 2001 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJDEC2001 Abstract: A rural Pennsylvania district is attempting to become a data-driven decision-maker, based on a cross-section of student voices. For the past 21/2 years, the superintendent and his assistant have walked through their buildings culling data from short personal conversations with students about what skills they were learning and applying. (MLH) Descriptors: *Data Analysis; Elementary Secondary Education; *Interviews; Parent Participation; Qualitative Research; Rural Schools; *Student Attitudes; Student Surveys; *Superintendents; *Teacher Effectiveness; Teacher Participation Identifiers: *Walking Tours EJ640111 SP529765 What's in It for the Busy Leader?: Show Administrators How Technology Works toward Their Vision. Author: Paben, Sandy Availability: Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320 ($78). Tel: 800-818-7243; Web site: http://www.sagepub.com. Journal Citation: Journal of Staff Development, v23 n1 p24-27 Win 2002 Publication Date: 2002 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUN2002 Abstract: To use technology properly, education leaders must understand technology's application in data-driven decision making, how technology intersects with pedagogy, what technology can and cannot do, and how to assess the latest tools and their uses. Sidebars highlight standards for administrators, assessment tools for staff knowledge and school capability, and support for school leaders in developing technology skills and knowledge. (SM) Descriptors: Administrators; Computer Literacy; *Computer Uses in Education; *Educational Technology; Elementary Secondary Education; *Faculty Development; Inservice Teacher Education; Leaders; Leadership Responsibility; Teacher Improvement; ED471876 EA032204 Data Analysis for School Improvement. Author: Lashway, Larry Institutional Author: National Association of Elementary School Principals, Alexandria, VA.(BBB23667); ERIC Clearinghouse on Educational Management, Eugene, OR.(SJJ69850) Availability: National Association of Elementary School Principals, 1615 Duke Street, Alexandria, VA 22314 (single copy, $2.50; 10 or more, $2 each). Tel: 703-684-3345; Tel: 800-386-2377 (Toll Free); e-mail: naesp@naesp.org; Web site: http://www.naesp.org. Journal Citation: Research Roundup, v19 n2 Win 2002-2003 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2002 Language: English Document Type: Collected works--Serials (022); Information Analysis (070); ERIC product (071) Journal Announcement: RIEAUG2003 Abstract: This "Research Roundup" focuses on how schools can benefit when educational leaders use data to challenge their intuition and assumptions in their decision-making. In "Building an Automated Student Record System: A Step-by-Step Guide for Local and State Education Agencies," Barbara S. Clements provides administrators with a quick but comprehensive introduction to the subject, outlining 12 steps, from setting goals to reporting the data. "Data-Driven Decision-Making," by the Education Commission of the States, is an issue brief aimed at helping educators come to grips with the challenges of the new ESEA accountability requirements. "Using Data to Improve Schools," by the American Association of School Administrators, outlines a process whereby good information is used well, leading to smarter decisions, defusing the emotion in controversial issues, and providing fuel for meaningful dialogue within the educational community. Thomas P. Jandris offers principals a primer on making assessment a part of their school's culture in "Data-Based Decision-Making: Essentials for Principals." Edie L. Holcomb argues, in "Getting Excited About Data: How to Combine People, Passion, and Proof," that although data analysis inevitably revolves around numbers, which many people regard as cold, abstract, or even dehumanizing, human hopes, fears, and passions are close beneath the surface. (RT) Descriptive Terms: Published four times a year. Theme issue. Contract Number: ED-99-CO-0011 Geographic Source: U.S.; Virginia ED459523 EA031473 Data-Based Decision-Making. Essentials for Principals{TM}. Author: Jandris, Thomas P. Institutional Author: Educational Research Service, Arlington, VA.(FGK23985); National Association of Elementary School Principals, Alexandria, VA.(BBB23667) Availability: National Association of Elementary School Principals, 1615 Duke St., Alexandria, VA 22314-3483 (Order #EDBDM, $24.95). Tel: 800-386-2377 (Toll Free); Fax: 800-396-2377 (Toll Free); Web site: http://www.naesp.org. Publication Date: 2001 Language: English Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAY2002 Abstract: The standards and accountability movement of the last decade has resulted in the collection of more assessment data about students than ever before. Often, the results from high-stakes tests have been used merely to grade and rank schools and students. A new trend, however, has emerged where school leaders see the power of using these same assessment data to improve instruction at the school, classroom, and student levels. This publication is designed to give school leaders a detailed understanding of assessment so they and their schools can make the best possible use of this tool for educational improvement. Information is included about the "big picture" of assessment today; implementation of an effective schoolwide assessment program; the assessment "process," including aspects such as reflecting on the data and providing interventions based on assessment results; ways to enhance the effectiveness of classroom assessments in providing useful data; the importance of incorporating data into a cycle of continuous improvement; and the use of technology to strengthen the assessment process. The publication ends with a list of Web resources for using assessment data, a list of recommended books and articles, and an assessment glossary. (Contains 99 references.) (RT) Descriptors: Academic Achievement; Administration; Administrator Guides; Data Analysis; *Decision Making; *Educational Assessment; Elementary Secondary Education; *Evaluation; *Instructional Improvement; Intervention; Program Implementation; Geographic Source: U.S.; Virginia Guides, Models, and ProcessesEJ660886 EA540480Data Warehousing: Beyond Disaggregation. Author: Rudner, Lawrence M.; Boston, Carol Availability: http://www.readingmatrix.com Journal Citation: Educational Leadership, v60 n5 p62-65 Feb 2003 Publication Date: 2003 ISSN: 0013-1784 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJJUN2003 Abstract: Discusses data warehousing, which provides information more fully responsive to local, state, and federal data needs. Such a system allows educators to generate reports and analyses that supply information, provide accountability, explore relationships among different kinds of data, and inform decision-makers. (Contains one figure and eight references.) (WFA) Descriptors: Accountability; *Data Analysis; *Data Collection; *Data Interpretation; *Database Management Systems; Educational Change; Educational Development; *Educational Improvement; Educational Planning; Elementary Secondary Education; Information Management; Information Retrieval; Instructional Development EJ660885 EA540479 Using Data: Two Wrongs and a Right. Author: Marzano, Robert J. Availability: http://www.readingmatrix.com Journal Citation: Educational Leadership, v60 n5 p56-60 Feb 2003 Publication Date: 2003 ISSN: 0013-1784 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJJUN2003 Abstract: Discusses how schools can avoid mistakes in building their school-improvement plans. The two most common mistakes are (1) using measures of student learning that are not sensitive to the actual learning occurring, and (2) having no system for interpreting and using the data. (Contains 1 figure and 11 references.) (WFA) EJ660878 EA540472 First Things First: Demystifying Data Analysis. Author: Schmoker, Mike Availability: http://www.readingmatrix.com Journal Citation: Educational Leadership, v60 n5 p22-24 Feb 2003 Publication Date: 2003 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJJUN2003 Abstract: Calls for simplicity when presenting data on student achievement. Data should help teachers improve teaching and learning, and focus on specific goals such as determining how many students are succeeding in a subject and, within that subject, what are the areas of strength or weakness. (Contains 22 references.) (WFA) EJ640917 EA539296 Student Achievement Data: Holding Teachers Accountable. Author: Dubrovich, Michael A. Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Principal, v81 n4 p30-32,34 Mar 2002 Publication Date: 2002 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2002 Abstract: Describes three-step process principals can use to collect and compile student test data from teachers on a regular basis: Asking for test data; deciding what to ask for; and supervising the data-reporting process. Asserts that data-collection process will benefit teachers' classroom practices and student achievement. (PKP) Descriptors: *Academic Achievement; *Accountability; *Data Collection; Elementary Secondary Education; *Principals; Teacher Evaluation; Teacher Supervision; *Teachers; Test Results Identifiers: Data Management EJ612105 SE564110 D3M: Helping Schools Distill Data. Author: Kinder, Ann Availability: Published by the North Central Regional Educational Laboratory, 1900 Spring Road, Suite 300, Oak Brook, IL 60523-1480. Journal Citation: NCREL's Learning Point, v2 n2 p4-7 Sum 2000 Publication Date: 2000 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJFEB2001 Abstract: Discusses the importance of the process of making decisions based on data referred to as data-driven decision making, or D3M. Presents guidelines for teachers to consider when implementing a data-driven decision making process. (ASK) Descriptors: *Data Interpretation; *Decision Making; *Educational Change; Elementary Secondary Education; *Evaluation Target Audience: Practitioners; Teachers EJ601055 CS758631 Using the Ohio Proficiency Tests To Make Data-Driven Decisions. Author: Gaski, Michele; Fawcett, Gay Availability: Journal Citation: Ohio Reading Teacher, v33 n2 p12-17 Sum 1999 Publication Date: 1999 ISSN: 0030-1035 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJAUG2000 Abstract: Claims the data from the Ohio Proficiency Test is rich but hard to use. Describes a process for analyzing the data to make it more manageable. Provides suggestions for using the results to make data-driven decisions. (NH) Descriptors: *Achievement Tests; *Data Interpretation; Elementary Education; *Minimum Competency Testing; *Policy Formation; Reading Achievement; *Test Use Identifiers: Competency Tests; Data Management; Decision Aids; Ohio; *Policy Issues EJ600392 SP528104 Intersections. Author: Bernhardt, Victoria L. Availability: Journal Citation: Journal of Staff Development, v21 n1 p33-36 Win 2000 Publication Date: 2000 ISSN: 0276-928X Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJJUL2000 Abstract: Presents a model to help schools pose and answer data-based questions about teaching and learning, describing different types of data that educators can use to piece together pictures of their schools (e.g., student learning statistics, demographic data, and school process data) and discussing how educators can cross data from different categories to ask and answer more sophisticated questions. (SM) Descriptors: Data Analysis; *Data Collection; *Educational Research; Elementary Secondary Education; Evaluation Methods; Program Evaluation; *Research Methodology; Research Utilization; Teacher Researchers; Theory Practice Relationship EJ600390 SP528102 6 Steps to a Solution. Author: LeTendre, Brenda Guenther Availability: Journal Citation: Journal of Staff Development, v21 n1 p20-25 Win 2000 Publication Date: 2000 ISSN: 0276-928X Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJJUL2000 Abstract: Getting answers to questions about schools and student learning requires that educators know how to collect, analyze, and interpret data. Six critical steps in this process include: posing questions, establishing judgment criteria, making a plan, gathering data, analyzing data, and interpreting results. These steps can serve as a beginning guide to data-based decision making. (SM) Descriptors: *Data Analysis; *Data Collection; *Educational Research; Educational Researchers; Elementary Secondary Education; Evaluation Methods; Faculty Development; *Research Methodology; Research Utilization; Teachers ED469227 EA032004 Using Data To Improve Schools: What's Working. Institutional Author: American Association of School Administrators, Arlington, VA.(BBB16801) Availability: American Association of School Administrators, 1801 N. Moore St., Arlington, VA 22209-1813. Tel: 703-528-0700; Fax: 703-841-1543; Web site: http://www.aasa.org. For full text: http://www.aasa.org/cas/UsingDataToImproveSchools.pdf. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2002 Language: English Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAY2003 Abstract: School system leaders are discovering the power of data for promoting school improvement. This guide provides practitioners, parents, and community with insights and tools for cultivating a districtwide culture of data-driven inquiry. Chapter 1 points out that data provide quantifiable proof, taking the emotion and rancor out of the decision-making process. Chapter 2 recommends that districts use multiple assessment and nonassessment measures when assessing student performance. Because methods for data collection vary, superintendents should start by asking what they need to know and what data will help answer their questions. Chapter 3 recommends that teachers, principals, district staff, and the community should be involved in gathering, analyzing, and discussing data; and that crafting a comprehensive strategic communications plan can help superintendents identify key messages, audiences, results, and effective tools. Chapter 4 emphasizes that successful data-driven decision-making requires a shift in the culture of a school district that encourages the use and analysis of data without fear of reprisal. Appendix A contains accountability measures, Appendix B contains advice and techniques for working with the media, Appendix C is a list of resources, and Appendix is a glossary. (RT) Descriptive Terms: Created with editorial assistance from KSA-Plus Communications. Contract Number: R215U990019 Geographic Source: U.S.; Virginia ED468679 EA031985 Data Analysis for Comprehensive Schoolwide Improvement. Author: Bernhardt, Victoria L. Availability: Eye On Education, 6 Depot Way West, Larchmont, NY 10538 ($29.95). Tel: 914-833-0551; Fax: 914-833-0761; Web site: http://www.eyeoneducation.com. Publication Date: 1998 ISBN: BN- 1-883001-57-9; Language: English Document Type: Book (010); Guides--Non-classroom (055); Test/questionnaires (160) Journal Announcement: RIEAPR2003 Abstract: Data can help identify solutions to some of the biggest problems in schools. Yet few schools use data effectively. The purpose of this book is to help schools become aware of the advantages of collecting and using data (data analysis) for overall school improvement. The book begins with an overview of the current state of education and the barriers schools face with respect to data analysis. Chapter 2 describes the importance of gathering data, how to gather it, and how to use it. Chapter 3 defines multiple measures of data and the interactions of four major measures of data-demographics, perceptions, student learning, and school processes-in terms of different levels of data analyses. Chapters 4, 5, 6, and 7 detail ways to gather, analyze, and use the four major measures of data. Chapter 8 explores the interactions of the four measures. Chapter 9 describes how to put all the pieces of data analysis together to determine what changes are needed to improve student learning. Chapter 10 discusses communicating the results of data analysis to the community. Chapter 11 focuses on databases. Chapter 12 reviews the major elements of the book. (Contains three appendices, 63 references and resources, and an index.) (WFA) Geographic Source: U.S.; New York ED466042 EA031744 Data-Driven High School Reform: The Breaking Ranks Model. Author: Lachat, Mary Ann Institutional Author: Northeast and Islands Regional Educational Lab. at Brown Univ., Providence, RI.(BBB35290); Center for Resource Management, Hampton, NH.(BBB24639) Availability: LAB at Brown University, The Education Alliance, 222 Richmond Street, Suite 300, Providence, RI 02903-4226. Tel: 800-521-9550 (Toll Free); Fax: 401-421-7650. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2001 Language: English Document Type: Guides--Non-classroom (055); Information Analysis (070) Journal Announcement: RIEJAN2003 Descriptors: Academic Achievement; *Data Analysis; Data Collection; Data Interpretation; Data Processing; Database Design; Databases; *Educational Change; *Educational Improvement; *High Schools; Information Utilization Contract Number: ED-01-CO-0010 Geographic Source: U.S.; Rhode Island ED446095 TM031836 Schools and Data: The Educator's Guide for Using Data To Improve Decision Making. Author: Creighton, Theodore B. Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 (paperback: ISBN-0-7619-7717-1, $22.95; library edition: ISBN-0-7619-7716-3, $51.95). Tel: 805-499-9774; Fax: 800-4-1-SCHOOL; e-mail: order@corwinpress.com; Web site: www.corwinpress.com. Publication Date: 2001 ISBN: 0-7619-7717-1 Language: English Pages: 163 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEMAR2001 Abstract: This book focuses on the relevance of statistics in the day-to-day lives of principals and teachers. The step-by-step guide to using existing school data can help school leaders make more appropriate and effective decisions. The information is presented with easy-to-follow instructions, illustrations, and pertinent examples. The chapters are: (1) "The Role of Statistics in the Lives of Teachers and Principals"; (2) "Getting Started"; (3) "Collecting and Organizing Data"; (4) "Introduction to Hypothesis Testing"; (5) "The Independent-Samples 't' Test"; (6) "Analysis of Variance: The Difference between Two or More Samples"; (7) "Analysis of Variance: Repeated Measures"; (8) "Two-Way Analysis of Variance: Two Independent Variables"; (9) "Correlation: My GRE Score Is Not Good Enough for Harvard?"; and (10) "Putting It All Together: A Data-Driven Practice Field." Four "resources" contain information about the "t" distribution, the "f" distribution, music correlation, and data from a high school study. (Contains 48 tables, 13 figures, and 15 references.) (SLD) Descriptors: Analysis of Variance; Correlation; *Data Analysis; Data Collection; *Decision Making; Elementary Secondary Education; Hypothesis Testing; *Principals; *Research Utilization; *School Statistics; Tables (Data); *Teachers Geographic Source: U.S.; California ED443859 TM031504 Multiple Measures: Accurate Ways To Assess Student Achievement. Author: Ardovino, Joan; Hollingsworth, John; Ybarra, Silvia Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 ($18.95). Tel: 805-499-9774; Fax: 800-4-1-SCHOOL; e-mail: order@corwinpress.com; Web site: www.corwinpress.com. Publication Date: 2000 ISBN: 0-7619-7680-9 Language: English Pages: 123 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEJAN2001 Abstract: This book is a synthesis of work done and expansion of the handouts, reports, graphs, charts, and communiques related to the work in approximately 130 school districts developing standards-based accountability systems for compensatory education. It serves as a guide to evaluating compensatory education programs and using multiple measures to assess student achievement. Explanations, examples, data, and tips on implementation are included. The chapters are: (1) "A Multiple Measures Imperative"; (2) "Testing: General Information"; (3) "Testing: Reliability, Validity, and Fairness"; (4) "How To Combine Multiple Measures"; (5) "Multiple Measures and Special Populations"; (6) "Multiple Measures and Standards"; and (7) "Data-Driven School Improvement." The book contains numerous illustrations and examples. (Contains 56 references.) (SLD) Descriptors: *Academic Achievement; *Academic Standards; *Compensatory Education; Elementary Secondary Education; *Evaluation Methods; *Program Evaluation; School Districts; *Student Evaluation Identifiers: *Multiple Measures Approach Target Audience: Practitioners; Teachers Geographic Source: U.S.; California ED433373 TM030072 Getting Excited about Data: How To Combine People, Passion, and Proof. Author: Holcomb, Edie L. Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 (paperback: ISBN-0-8039-6739-X, $27.95; library edition: ISBN-0-8039-6738-1, $61.95); Tel: 805-499-9774; Tel: 805-499-9734; Fax: 805-499-5323; e-mail: order@corwinpress.com; Web site: www.corwinpress.com Publication Date: 1999 ISBN: 0-8039-6739-X Language: English Pages: 162 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEJAN2000 Abstract: This book outlines a process for showing how well a school or district meets its goal of sustained student learning. The first section provides a knowledge base for collecting and reporting educational data. The next section reflects the components of educational change and answers "how to" questions about data gathering, analysis, and reporting at the school level. The last four chapters show how it all fits together at the district level. These chapters describe the approach: (1) "Using Data To Align School Improvement"; (2) "Why Bother To Get Engaged with Data?"; (3) "The Status of Data Use (or Nonuse)"; (4) "Arousing the Passion"; (5) "So What's Significant?"; (6) "It Matters How It Looks"; (7) "Figuring Out What It Means"; (8) "People, Passion, and Proof in Goal Setting"; (9) "Digging Deeper"; (10) "Planning Your Work and Working Your Plan"; (11) "A Design for Data Day"; (12) "Communicating about Data"; (13) "Using Student Performance Data To Integrate District Curriculum Work with the School Improvement Process"; and (14) "Staying Off the Bandwagons." (Contains 33 figures.) (SLD) Descriptors: Communication (Thought Transfer); *Data Collection; *Educational Improvement; Educational Research; Elementary Secondary Education; Evaluation Methods; *Research Reports; School Districts; *School Statistics Target Audience: Administrators; Practitioners; Teachers Geographic Source: U.S.; California ED437427 TM030582 Using Data for School Improvement. Institutional Author: North Carolina State Dept. of Public Instruction, Raleigh.(QXM63750) Availability: EDRS Price MF01/PC07 Plus Postage. Governmental Status: State Publication Date: 1999 Language: English Pages: 165 Document Type: Guides--Classroom--Teacher (052); Test/questionnaires (160) Journal Announcement: RIEJUN2000 Abstract: This training guides is designed to teach educators how to use data for school improvement. There is an emphasis on student achievement data, because achievement is the "bottom line" in assessing schools and school systems, but other types of data necessary to measure school quality are also considered. The chapters are: (1) "Continuous Improvement and Use of Data"; (2) "Data Collection"; (3) "Ethics, Relationships and School Politics"; (4) "Summarizing, Analyzing and Collecting Data"; and (5) "Resources." The "Resources" section contains 12 sample tables and an extensive bibliography. (SLD) Descriptors: Academic Achievement; *Data Analysis; Data Collection; *Educational Improvement; Educational Policy; Elementary Secondary Education; Ethics; Training Identifiers: North Carolina Descriptive Terms: Some entries in the "Effective School Research Bibliography" have been cutoff. Target Audience: Practitioners; Teachers Geographic Source: U.S.; North Carolina ED419571 JC980262 At Your Fingertips: Using Everyday Data To Improve Schools. Author: Levesque, Karen; Bradby, Denise; Rossi, Kristi; Teitelbaum, Peter Institutional Author: MPR Associates, Berkeley, CA. Availability: MPR Associates, Inc., Center for Curriculum & Professional Development, 2150 Shattuck Avenue, Suite 800, Berkeley, CA 94704; phone: 800-677-6987 ($39.95 plus tax plus 10% shipping and handling; volume discounts available). Publication Date: 1998-00-00 Copy Availibility: EDRS Price MF01/PC12 Plus Postage. ISBN: ISBN-0-9662883-0-0 Language: English Pages: 297 Document Type: Guides (055); Reports (141) Journal Announcement: RIEOCT1998 Abstract: This book discusses how to use everyday data to create strategies for educational improvement in schools. It provides users with a process for building a performance indicator system, identifying the most important aspects of a school's innovational efforts and traps to avoid that may lead to misinterpretation of data. The introduction identifies reasons and processes for developing a performance indicator system. The next section, Getting Started, discusses how to assemble a team of education stakeholders, and explains the benefits of collaborative work as opposed to individual efforts. The following sections discuss the various steps in creating a performance indicator system and utilizing educational data, including: (1) establishing goals; (2) identifying related outcomes, practices, and inputs; (3) determining data sources and indicators; (4) examining the data; (5) setting performance targets; and (6) monitoring performance over time. Each section provides worksheets for user input, with duplicate worksheets at the end of the book. Appendices include a discussion on stakeholder groups, a sample invitation letter and agenda, and resources for developing new data sources and data collection instruments. Contains 43 references. (YKH) Descriptors: *Data Analysis; Data Interpretation; Educational Assessment; *Educational Improvement; Educational Innovation; Educational Objectives; *Educational Research; Elementary Secondary Education; Information Needs; Partnerships in Education; Performance Based Assessment Level: 1 Target Audience: Practitioners Contract Number: VO51A30003-96A; VO51A30004-96A Geographic Source: U.S.; California ED392983 CE071170 Using Data for Program Improvement: How Do We Encourage Schools to Do It? Author: Levesque, Karen; And Others Institutional Author: National Center for Research in Vocational Education, Berkeley, CA. Availability: Journal Citation: Centerfocus n12 May 1996 Sponsoring Agency: Office of Vocational and Adult Education (ED), Washington, DC. Publication Date: 1996-05-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 7 Document Type: Information Analyses (070); Collected Works (022) Journal Announcement: RIEAUG1996 Abstract: Although most school districts and schools are routinely involved in data collection, they do not typically use the data they collect in a systematic fashion to identify strengths and weaknesses and develop improvement strategies. One reason for the lack of data use is the perception that the data are being collected for someone else's purposes. Without taking steps to gather systematic, representative information, data collected in this way may lead to inappropriate conclusions and actions. State-provided data often do not lead to local improvement for a variety of similar reasons. Program evaluations are another source of information on local educational performance, but expert research is often ignored or devalued. Locally developed performance indicator systems offer a promising strategy for establishing a data-based program improvement process in districts and schools. By encouraging local educators to articulate their goals and involving them in deciding how to measure their performance on the goals, one model, At Your Fingertips, ensures that indicator systems will be relevant to local educational objectives. This program improvement process follows six steps: (1) identify goals; (2) identify related outcomes, practices, and inputs; (3) identify data sources; (4) development indicators for outcomes, practices, and inputs; (5) examine and interpret data; and (6) develop improvement strategies. (A selected bibliography lists 51 items.) (YLB) Descriptors: *Data Collection; Data Interpretation; Information Dissemination; Information Needs; *Information Utilization; Models; Program Evaluation; Program Improvement; Secondary Education; *Vocational Education Descriptive Terms: Developed at the Institute on Education and the Economy, Teachers College, Columbia University NCRVE site. Level: 1 Geographic Source: U.S.; California State Initiatives and ActivitiesEJ614625 EA537644One-Stop Shopping for Data-Driven Educators. Author: Frey, Susan Availability: Journal Citation: Leadership, v30 n1 p28-30 Sep-Oct 2000 Publication Date: 2000 ISSN: 1531-3174 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2001 Abstract: Four organizations (the California Department of Education, the Fiscal Crisis and Management Assistance Team, the Alameda County Office of Education, and EdSource) are cooperating to provide a one-stop shopping place for financial and demographic data at the state, county, district, and local school levels. (MLH) Descriptors: *Data Collection; Educational Finance; *Educational Trends; Elementary Secondary Education; *Internet; *Partnerships in Education; *School Administration Identifiers: California; *Computer Assisted Management EJ581530 EA535549 Guiding Improvement. Author: Slotnik, William J.; Gratz, Donald B. Availability: Journal Citation: Thrust for Educational Leadershipv28 n3 p10-12 Jan-Feb 1999 Publication Date: 1999 Language: English Document Type: Journal Articles (080); Reports (141) Journal Announcement: CIJOCT1999 Abstract: School districts often lack the capacity for turning vast amounts of existing student-performance data into useful information for helping teachers and improving classrooms. The California Accountability Project helps districts to function more systematically on behalf of children and to understand schools' pockets of success and underperformance. (MLH) Descriptors: *Accountability; *Data Analysis; Elementary Secondary Education; *Information Management; *Instructional Improvement; School Effectiveness; *State Legislation Identifiers: *California; School Performance Indicators ED463291 TM033039 LEAP Manual, 2000-01: Student Assessment Data Collection. Local Education Agency Program Reports. Institutional Author: New York State Education Dept., Albany. Information, Reporting, and Technology Services.(BBB36169) Availability: For full text: http://northport./K12.ny.us~nms/standards.pdf. Publication Date: April 2001 Language: English Document Type: Guides--Non-classroom (055) Journal Announcement: RIESEP2002 Abstract: This manual contains guidelines for local education agency program (LEAP) reports for the collection of student assessment data in New York for school year 2000-2001. Student assessment data must be reported for elementary school students or students of chronological age equivalent to elementary school and for secondary school students from schools receiving aid for limited English proficient students, special education students, or students from schools that receive state compensatory or Title I aid. The types of records required for each student and the ways these records are coded and reported are described. The guide contains: (1) the LEAP timeline; (2) "Content Information"; (3) "LEAP Reporting Guidelines"; (4) "Data Definitions/Instructions"; (5) "LEAP Data Reporting Procedures"; (6) "Reporting Assessment(s)"; (7) "LEAP Code Lists"; (8) "LEAP Record Layout"; and (9) "LEAP Scoring Centers and Contacts." (SLD) Descriptors: *Academic Achievement; *Data Collection; Disabilities; Elementary Education; *Elementary School Students; Limited English Speaking; *Research Reports; *School Districts; *Student Evaluation; Student Records; Test Results Identifiers: *New York Descriptive Terms: For the 1997-1998 manual, see TM 033 038. Geographic Source: U.S.; New York ED463290 TM033038 LEAP Manual, 1997-98: Student Assessment Data Collection. Local Education Agency Program Reports. Institutional Author: New York State Education Dept., Albany.(QPX62775) Availability: For full text: http://northport./K12.ny.us~nms/standards.pdf. Publication Date: April 1998 Language: English Document Type: Guides--Non-classroom (055) Journal Announcement: RIESEP2002 Descriptors: *Academic Achievement; *Data Collection; Disabilities; *Elementary School Students; Elementary Secondary Education; Limited English Speaking; *Research Reports; *School Districts; *Student Evaluation; Student Records; Test Results Identifiers: *New York Descriptive Terms: For the 2000-2001 manual, see TM 033 039. Geographic Source: U.S.; New York ED449186 TM032294 The State's Role in Supporting Data-Driven Decision-Making: A View of Wyoming. Author: Reichardt, Robert Institutional Author: Mid-Continent Research for Education and Learning, Aurora, CO.(BBB35978) Availability: Mid-continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, CO 80014. Tel: 303-337-0990; Fax: 303-337-3005; e-mail: info@mcrel.org; Web site: http://www.mcrel.org. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: December 2000 Language: English Pages: 33 Document Type: Reports--Research (143) Journal Announcement: RIEJUN2001 Abstract: This study: (1) examined the role of state policies and programs in facilitating and encouraging the use of data in decision-making at the school and district levels across the state of Wyoming; and (2) identifies ways in which the state can increase and improve the use of data-driven decision-making (DDDM) in districts and schools. The study methodology was a combination of a literature review and semistructured interviews with officials at the state and district levels. Three clear roles for states in DDDM emerge from the literature and the interviews: (1) creating a policy structure to support and encourage DDDM; (2) provision of data; and (3) building capacity to use data. Data must be placed in context to have meaning. One way to do this is to compare results with predetermined expectations such as standards, and another is to compare a school or district with other similar schools or districts. The third source of context is to examine a school's or district's performance over time. Wyoming has an extensive policy structure for supporting DDDM. The state assessment system provides data for schools to discuss, and the accreditation program and its required school improvement plans provide incentives for schools to examine data. Some potential areas for DDDM action are outlined. (Contains 1 figure, 1 table, and 26 references.) Appendix A is an annotated bibliography of DDDM Resources. (SLD) Descriptors: *Administrators; *Data Analysis; *Decision Making; *Educational Policy; Elementary Secondary Education; Evaluation Methods; Interviews; State Programs Identifiers: *Wyoming Contract Number: RJ96006101 Geographic Source: U.S.; Colorado ED452540 CS217422 Using Data To Inform Instruction--Stories from Five States. "Maine," the Way Life Should Be. Author: Rumery, Karen Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: November 2000 Language: English Pages: 21 Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEOCT2001 Abstract: The Maine Educational Assessment (MEA) has provided data to inform curriculum and instruction in Maine's schools for 16 years. The test results, student questionnaire data, and associated professional development opportunities have had a major impact on improving instruction, particularly in English language arts (ELA). In 1997 the legislature approved the Maine Learning Results--standards in eight content areas which form the framework for curriculum in Maine. Now that the MEA has been aligned with "Learning Results," the resulting data on student achievement can be used more comprehensively to plan classroom, school, and district improvement strategies. Students in grades 4, 8, and 11 in all public schools in the state participate in the MEA. The ELA section consists of a reading, writing, and a reading/writing segment, in which students respond to multiple choice, short answer, and constructed response questions related to reading passages. They also complete a writing sample based on a common prompt. Teachers score the writing prompt and evaluate the writing samples. State consultants provide regional workshops to review what was received and how to read the information. Includes sample data. (NKA) Descriptors: *Academic Achievement; *Curriculum Development; Elementary Secondary Education; *Instructional Improvement; *Language Arts; State Standards Identifiers: *Data Based Instruction; Educational Information; *Maine Educational Assessment; State Role Descriptive Terms: Paper presented at the Annual Meeting of the National Council of Teachers of English (90th, Milwaukee, WI, November 16-21, 2000). Geographic Source: U.S.; Maine ED451988 RC022925 The Montana Small Schools Self-Evaluation Guide, 2000. Institutional Author: Montana Small Schools Alliance, Helena.(BBB35788); Montana State Office of Public Instruction, Helena.(BBB32523) Availability: For full text: http://www.metnet.state.mt.us/MeasurementAccountability %234927945. Governmental Status: State Publication Date: 2000 Language: English Pages: 65 Document Type: Guides--Non-classroom (055); Test/questionnaires (160) Journal Announcement: RIESEP2001 Abstract: The Montana School Accreditation Standards require every Montana school to conduct a self-evaluation at least every 10 years. For some small Montana schools this has been an informal process and often more anecdotal than data driven. Using the Montana Statewide Education Profile as a model, a committee of county superintendents, teachers, and school board members developed this self-evaluation guide, which may be tailored to each district and school. For each of 10 indicators, the guide outlines information that the district might want to include in its self-evaluation. The indicators are: (1) program offerings and courses (ratings and plans of action for curriculum, textbooks, and supporting materials in subject areas and special programs); (2) environment for learning (community support, district information to the community, trustees, student behavior problems, related school policies); (3) student achievement and use of assessment results in various subjects and grade levels; (4) school success (district honors, high school completion rate, follow-up on former students, accreditation status, changes in school or district); (5) student services and extracurricular activities; (6) school finance (district costs, revenues, tax levies, revenue allocation, per pupil expenditures by function); (7) school staffing, teacher characteristics, and teaching conditions; (8) student involvement in learning, transitional factors, and attendance; (9) school facilities; and (10) student characteristics. School districts may access an interactive online version of this guide, which contains links to related resources. (SV) Descriptors: Elementary Secondary Education; Institutional Characteristics; *Institutional Evaluation; *Self Evaluation (Groups); *Small Schools Identifiers: *Montana; *School Performance Indicators Geographic Source: U.S.; Montana ED431783 TM029833 The School Portfolio: A Comprehensive Framework for School Improvement. Second Edition. Author: Bernhardt, Victoria L. Availability: Eye on Education, 6 Depot Way West, Larchmont, NY 10538; Tel: 914-833-0551; Fax: 914-833-0761. Publication Date: 1999 ISBN: 1-883001-64-1 Language: English Pages: 252 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIENOV1999 Abstract: This book explains how California schools, working with the "Education for the Future" initiative, have integrated technology and data-based decision making into their school improvement efforts. The book is a guide to improving school performance by constructing a school portfolio. The chapters are: (1) "Introduction: The Need for a Framework for School Improvement"; (2) "A Framework for School Improvement: The School Portfolio"; (3) "Criteria for Assessing School Improvement"; (4) "Information and Analysis"; (5) "Student Achievement"; (6) "Quality Planning"; (7) "Professional Development"; (8) "Leadership"; (9) "Partnership Development"; (10) "Continuous Improvement and Evaluation"; and (11) "Putting It All Together." Four appendixes contain improvement continuums, sample staff-developed rubrics; an outline of the continuous improvement process, and sample questionnaires. (Contains 15 tables, 53 figures, and 97 references.) (SLD) Descriptors: Computer Uses in Education; Criteria; *Educational Improvement; Educational Technology; Elementary Secondary Education; *Integrated Activities; Models; Partnerships in Education; *Portfolio Assessment; Professional Development Identifiers: California Target Audience: Administrators; Practitioners; Teachers Geographic Source: U.S.; New York Focus on Student PerformanceEJ641008 EC629123Effect of Different Methods of Reporting and Reclassification on Trends in Test Scores for Students with Disabilities. Author: Ysseldyke, Jim; Bielinski, John Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Exceptional Children, v68 n2 p189-200 Win 2002 Publication Date: 2002 ISSN: 0014-4029 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: A study compared the effects of different methods of analyzing trends to illustrate how failure to account for change in classification will lead to misinterpretation of data on the performance of students with disabilities. Data from five years of assessment in Texas is used to illustrate effects of classification changes. (Contains references.) (Author/CR) Descriptors: *Academic Achievement; Accountability; *Classification; *Data Collection; Data Interpretation; *Disabilities; *Educational Assessment; Elementary Secondary Education; Evaluation Methods; *Evaluation Problems; State Programs Identifiers: Texas EJ639052 EA539136 Real Data, Real Answers. Author: Ross, Randy Availability: http://llt.msu.edu Journal Citation: American School Board Journal, v189 n1 p46-47,51 Jan 2002 Publication Date: 2002 ISSN: 0003-0953 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJJUN2002 Abstract: Longitudinal data about individual students and groups of students can be used to track their progress in ways that hold district-level administrators, school principals, and teachers responsible for what's happening in schools. The key is to examine data that show how well individual students perform in specific classrooms in specific schools. (MLF) Descriptors: *Academic Achievement; *Accountability; *Data Analysis; *Data Collection; *Educational Assessment; Elementary Secondary Education; Public Schools; Superintendents; EJ630820 EA538487 Using Data To Help Students Achieve. Author: Daniels, Ronald; Johnson-Ferguson, Valerie Availability: Journal Citation: Principal Leadership, v1 n9 p58-60 May-Jun 2001 Publication Date: 2001 ISSN: 1529-8957 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJFEB2002 Abstract: In the Philadelphia Public Schools, a computer system called Data to Success has been created to assess student progress prior to end-of-year testing. The five-stage system allows a school to influence teacher decisions, identify student warning signs, and monitor important trend and analysis information throughout the school year. (MLH) Descriptors: *Academic Achievement; Data Collection; *Data Interpretation; *Database Management Systems; Elementary Secondary Education; *Information Management; *Models; Program Implementation; Public Schools; *Technology Integration Identifiers: Pennsylvania (Philadelphia) EJ612107 SE564112 Measuring Student Success. Author: Raack, Lenaya Availability: Published by the North Central Regional Educational Laboratory, 1900 Spring Road, Suite 300, Oak Brook, IL 60523-1480. Journal Citation: NCREL's Learning Point, v2 n2 p12-14 Sum 2000 Publication Date: 2000 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJFEB2001 Abstract: Presents an interview with Mary McKnabb, North Central Regional Educational Laboratory (NCREL) Senior Program Associate, Center for Teaching, Learning, and Curriculum on the data-driven decision making process, measuring student success within this process, and the critical role of continuous feedback in assessing student performance. (ASK) Descriptors: *Data Interpretation; *Decision Making; *Educational Change; Elementary Secondary Education; *Evaluation EJ642972 EA539453 Tying a Tax Levy to Promised Student Gains. Author: Hammond, Jane Availability: http://www-writing.berkeley.edu/TESL-EJ Journal Citation: School Administrator, v4 n59 p28-29 Apr 2002 Publication Date: 2002 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2002 Abstract: A Colorado school district approved a mill levy that tied additional future funding to improved student performance on the Colorado Student Assessment Program. In a single year the district met more than half of their 3-year goal and credits success to a focused, data-driven approach, a bipartisan citizens committee, a strategic plan, a plan for boosting achievement, and a dedicated staff. (MLF) Descriptors: Academic Achievement; *Accountability; *Board of Education Policy; *Bond Issues; Educational Assessment; Elementary Secondary Education; *Performance Based Assessment; Strategic Planning; *Voting Identifiers: *Data Based Instruction; *Jefferson County School District CO EJ642970 EA539451 Technology Solutions for Testing. Author: Olson, Allan Availability: http://www-writing.berkeley.edu/TESL-EJ Journal Citation: School Administrator, v4 n59 p20-23 Apr 2002 Publication Date: 2002 ISSN: 0036-6439 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2002 Abstract: Northwest Evaluation Association in Portland, Oregon, consults with state and local educators on assessment issues. Describes several approaches in place at school districts that are using some combination of computer-based tests to measure student growth. The computerized adaptive test adjusts items based on a student's answer in "real time." On-demand testing provides almost instant scoring. (MLF) Descriptors: *Adaptive Testing; *Computer Uses in Education; *Educational Assessment; *Educational Technology; Elementary Secondary Education; *Performance Based Assessment; *Testing Identifiers: Data Based Instruction; Northwest Evaluation Association EJ642969 EA539450 Performance Assessment in Real Time. Author: Kimball, Chip; Cone, Tom Availability: http://www-writing.berkeley.edu/TESL-EJ Journal Citation: School Administrator, v4 n59 p14-16,18-19 Apr 2002 Publication Date: 2002 ISSN: 0036-6439 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2002 Abstract: Two school districts in Washington State are seeing fundamental shifts in the learning process by using technology as a tool to support data-centric instruction. An effective student-assessment strategy includes comprehensive information about student progress, analysis of assessment information so specific instructional strategies can be developed, connection to district and state standards, and all of this in a time frame that is as close to real-time as possible. (MLF) Descriptors: Data Analysis; Databases; *Educational Assessment; Elementary Secondary Education; *Performance Based Assessment; *Technology Integration; *Testing Identifiers: *Data Based Instruction ED472481 UD035469 Toward a Relational Data Management System for Education. Author: Gordon, Edmund W.; Bridglall, Beatrice L. Institutional Author: Columbia Univ., New York, NY. Inst. for Urban and Minority Education.(BBB12115) Availability: Institute for Urban and Minority Education, Teachers College, Columbia University, Box 75, 525 West 120th Street, New York, NY 10027. Journal Citation: Pedagogical Inquiry and Praxis, n4 Feb 2003 Sponsoring Agency: College Board, New York, NY. (BBB25910) Publication Date: February 2003 Language: English Document Type: Collected works--Serials (022) Journal Announcement: RIESEP2003 Abstract: This report focuses on students who are underrepresented in the high academic achievement pool by calling attention to the important role that relational data management systems can play in educational decision making, particularly with regard to how they can be applied to closing the academic achievement gap. After explaining the need for data collection and evaluation, the report examines elements of a data gathering system, then presents examples of data management systems, looking at programs and data support resources. The report concludes that the development of relational program and student data management systems provides schools with increased capacity to document and understand the characteristics of respective inputs and outcomes by categories of students, staff, and programs in relation to differing educational contexts and circumstances. Effective data management systems can make this capacity readily available in a "user friendly" format to people at various levels in decision making. Two sidebars offer data support resources and data disaggregation tools. (Contains 15 references.) (SM) Descriptors: *Academic Achievement; Academic Aptitude; *Data Collection; Decision Making; *Educational Research; Elementary Secondary Education; Minority Groups Descriptive Terms: Published quarterly. Theme issue. A publication of the Program of Research on the Affirmative Development of Academic Ability. Geographic Source: U.S.; New York ED468844 UD035242 Using Data To Close the Achievement Gap: How To Measure Equity in Our Schools. Author: Johnson, Ruth S. Availability: Corwin Press, Inc., Sage Publications, 2455 Teller Rd., Thousand Oaks, CA 91320 2218 (ISBN-0-7619-4509-1; paperback, $39.95; ISBN-0-7619-4508-3; library edition, $79.95 ). Tel: 800-818-7243 (Toll Free); Web site: http://www.corwinpress.com. Publication Date: 2002 ISBN: BN- 0-7619-4509-1; Language: English Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEMAY2003 Abstract: This book examines how educators, policymakers, and parents can use data to set achievement goals, measure school progress toward these goals, and close the achievement gap. This second edition has been updated to include current studies, policies, and practices. It includes discussions of the five stages for equity reform; tips for effectively gathering, analyzing, and applying data; and practical tools (e.g., questionnaires, surveys, forms, and models). There are 11 chapters in two parts. Part 1, "Setting Our Sights on Student Achievement," includes: (1) "The Achievement Gap: Framing Our Minds to Set Our Sights"; (2) "Building Dissatisfaction and Killing the Myths: Examining Data as a First Step toward Motivating Reform"; (3) "Data in the Reform Process: How and Why"; and (4) "Building Leadership and Data Teams." Part 2, "Inquiring about Equity," includes: (5) "Talking about Data"; (6) "Examining Outcomes"; (7) "Assessing Policies and Practices"; (8) "Listening to Student and Parent Voices"; (9) "Evaluating Programs and Interventions"; (10) "Using School Indicators to Answer Critical Questions"; and (11) "Will We Know It When We See It? Visioning, Planning, and Implementation." Resources for equitable school reform are included. (Contains 132 references.) (SM) Descriptors: *Academic Achievement; College Bound Students; College Preparation; *Data Interpretation; Disadvantaged Youth; Educational Environment; Educational Policy; *Educational Research; Elementary Secondary Education; *Equal Education; Grading; Leadership; Minority Group Children; School Counselors; Standardized Tests; Teamwork Descriptive Terms: Foreword by Anne Wheelock. Second Edition of "Setting Our Sights: Measuring Equity in School Change." Geographic Source: U.S.; California Case Studies and ExamplesEJ660887 EA540481A Tale of Two Schools' Data. Author: Parsons, Beverly A. Availability: http://www.readingmatrix.com Journal Citation: Educational Leadership, v60 n5 p66-68 Feb 2003 Publication Date: 2003 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUN2003 Abstract: Discusses how connecting instruction, professional development, and student learning can make the difference between successful and unsuccessful data use. Uses a case-study approach to show that by acknowledging that implementation occurs over time, schools can safeguard against discarding new instructional practices prematurely. (Contains one figure.) (WFA) EJ659232 EA540385 Data To Count On. Author: Carr, Stephen K. Availability: The Haworth Press, 10 Alice St., Binghamton, NY 13904-1580. Journal Citation: American School Board Journal, v190 n1 p45-47 Jan 2003 Publication Date: 2003 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2003 Abstract: Describes student-performance data-analysis system developed by the Hueneme School District in Port Hueneme, California, to meet state and federal accountability requirements. Tracks student-achievement data from four measures into database: Districtwide assessment, report cards, SAT-9 results, a California achievement test, and comprehensive courseware data. Reports positive improvement in student achievement. (PKP) Descriptors: Academic Achievement; *Accountability; Courseware; *Data Analysis; Databases; Elementary Secondary Education; Report Cards; Standardized Tests; State Standards; *Student Evaluation EJ604866 EA537118 School Improvement: Finding the Time. Author: Streifer, Philip A. Availability: Journal Citation: NASSP Bulletin, v84 n612 p66-71 Jan 2000 Publication Date: 2000 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Descriptive (141); Reports--Evaluative (142) Journal Announcement: CIJOCT2000 Abstract: Data-based decision making is a process of inquiry, analysis, and decision making that draws inferences from the interplay of school input/process and output variables. A case study involving a Connecticut district's response to falling SATs illustrates the need for fast, sophisticated information technology systems. (MLH) Descriptors: *Administrator Effectiveness; *Data Analysis; *Decision Making; *Educational Improvement; *Efficiency; Elementary Secondary Education; Management Information Systems; Productivity; *Time Management Identifiers: *Computer Assisted Management EJ600393 SP528105 Framework. Author: Conzemius, Anne Availability: Journal Citation: Journal of Staff Development, v21 n1 p38-41 Win 2000 Publication Date: 2000 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2000 Abstract: Describes how one school improved after a new principal put data-based decision making (via a detailed needs assessment) at the heart of school reform and staff development efforts, discussing the school's evolution. The paper examines key factors that support the effective use of data in schools: focus to answer questions, reflection to provide feedback, collaboration, and transformational leadership. (SM) Descriptors: Cooperative Planning; *Data Collection; Decision Making; Educational Change; *Educational Improvement; *Educational Research; Elementary Secondary Education; Faculty Development; Research Methodology; Research Utilization; Theory Practice Relationship Identifiers: Reflective Thinking; Transformational Leadership EJ600389 SP528101 Data, Well Done. Author: Pardini, Priscilla Availability: Journal Citation: Journal of Staff Development, v21 n1 p12-18 Win 2000 Publication Date: 2000 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2000 Abstract: Provides examples of schools and districts nationwide that use data-based decision making effectively to enhance beginning teacher induction, multi-age reading classes, literacy education, tracking of student achievement, ongoing staff development, and school discipline efforts. The programs share a commitment to putting data at the center of ongoing, collaborative staff development. (SM) Descriptors: Academic Achievement; Beginning Teacher Induction; *Data Analysis; Data Collection; Databases; *Decision Making; Discipline; Educational Research; Elementary Secondary Education; Literacy Education; Mentors; Multigraded Classes; Reading Instruction; *Research Utilization; Student Behavior; Student Evaluation; *Teacher Improvement; Theory Practice Relationship Identifiers: Student Information System EJ601212 EA536851 Data-Driven Success: How One Elementary School Mined Assessment Data to Improve Instruction. Author: Liddle, Keith Availability: Journal Citation: American School Board Journal, v187 n3 Suppl p30-32 Mar 2000 Publication Date: 2000 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2000 Abstract: A Colorado elementary school used its assessment program to measure everything that affected student performance; they then changed or cut anything that did not improve achievement. Teachers routinely instructed and pretested each child at his/her achievement level. The result: high gains on the 1998 Colorado State Assessment. (MLH) Descriptors: *Achievement Tests; Grade 4; Individual Differences; *Individualized Instruction; Intermediate Grades; *Reading Achievement; *Rural Schools; Standardized Tests; Student Evaluation; *Test Results; *Writing Achievement Identifiers: Northwest Evaluation Association Descriptive Terms: "Electronic School" is a quarterly supplement to "American School Board Journal"; this article appears in the supplement. ED470752 EA032026 Improving Districts: Systems That Support Learning. Institutional Author: WestEd, San Francisco, CA.(BBB33305); Mid-Continent Regional Educational Lab., Aurora, CO.(BBB23081); North Central Regional Educational Lab., Naperville, IL.(BBB36590) Availability: WestEd, 730 Harrison Street, San Francisco, CA 94107 (Item No. ID-02-01, $9.95; discounts available). Tel: 415-565-3000; Tel: 877-4-WestEd (Toll Free); Fax: 415-565-3012; Web site: http://www.wested.org. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2002 ISBN: BN- 0-914409-12-3; Language: English Document Type: Reports--Evaluative (142) Journal Announcement: RIEJUL2003 Abstract: With the current focus on accountability for results, many schools are finding ways to continuously improve their practices and better meet the needs of all children. School districts, too, are focused on the goal of continuous improvement. Nine districts, remarkable for the success they have demonstrated in helping the majority of their schools, were studied for this report. Data were collected from site visits and interviews with virtually all role groups, including parents, school board members, teachers, and administrators. Core components of districtwide action for continuous improvement include a systemic approach, high-quality professional development, a vision that begins with a clear focus on student learning, communication that is highly valued and carefully planned, roles and structures that are defined for effective functioning, and data-driven decision-making. The report concludes with a list of possible actions district leaders could take to move their organizations more fully into continuous improvement. (Contains 17 references.) (RT) Contract Number: ED-01-CO-0012; R319A000006-01 Geographic Source: U.S.; California ED468334 EA031886 Data-Driven Decisionmaking. No Child Left Behind Issue Brief. Institutional Author: Education Commission of the States, Denver, CO.(BBB00544) Availability: Education Commission of the States, 700 Broadway, Suite 1200, Denver CO 80203-3460. Tel: 303-299-3600; Fax: 303-296-8332; Web site: http://www.ecs.org. For full text: http://www.ecs.org/clearinghouse/35/52/3552.pdf. Sponsoring Agency: Department of Education, Washington, DC. (EDD00001) Publication Date: 2002 Report Number: GP-02-10 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEAPR2003 Abstract: With schools being held accountable for helping students achieve state standards, and assessments measuring how well schools and students are meeting standards, the types and uses of data become increasingly important. This brief outlines a study conducted by the Education Commission of the States to understand how exemplary districts use data. The study looked at six school districts in California, Colorado, Iowa, Maryland, and Texas. The study found that the types of data collected determined the types of decisions that school board members, principals, and teachers could make. In the exemplary districts, the study found, data were used to: (1) track student achievement; (2) change teachers' attitudes about the potential success of low-performing students; (3) guide teachers' professional development; (4) link appropriate interventions to results; (5) create school-improvement plans; and (6) decide on resource allocations. The report goes on to describe ways exemplary districts and schools support data use, and how technology will continue to make data use more prevalent and more effective for decisionmaking. This brief is one in a series of ECS reports examining the impact of the No Child Left Behind education act on state policy and policymaking. (WFA) Descriptors: Academic Standards; *Accountability; *Data; *Data Analysis; *Data Collection; *Educational Improvement; Elementary Secondary Education; *Evaluation Descriptive Terms: Adapted from "How Data Can Help: Putting Information to Work To Raise Student Achievement," an article by Jane Armstrong and Katy Anthes, November 2001 issue of the "American School Boards Journal." Contract Number: R215U010022 Geographic Source: U.S.; Colorado ED440976 TM030648 Waterbury Public Schools and Connecticut Academy for Education: School Improvement Support Team (SIST). External Evaluation Study. Institutional Author: Curriculum Research and Evaluation, Chaplin, CT.(BBB33871) Availability: EDRS Price MF01/PC04 Plus Postage. Publication Date: June 30, 1999 Language: English Pages: 87 Document Type: Reports--Evaluative (142); Test/questionnaires (160) Journal Announcement: RIEOCT2000 Abstract: The Connecticut Academy for Education implemented the School Improvement Support Team (SIST) in the Waterbury, Connecticut, Public Schools during the 1998-99 school year. The main goal of the SIST is to provide a comprehensive and cohesive set of programs and activities for improving student performance in the Waterbury Public Schools. The Connecticut Academy for Education had provided assistance with curriculum development to the school system for the 3 previous years. The SIST's educational consultants worked with administrators and teachers in seven elementary schools. With a specific focus on assessment, mathematics, and language arts, the SIST provided strategic data-based technical assistance to teachers to foster academic achievement. The preliminary evaluation indicates that the SIST offers the Waterbury schools a new and innovative approach to improving key program areas, as evidenced by the recent inclusion of 7.5 additional days in the teachers' contract for professional development. The SIST is making the Waterbury public schools more responsive to prevailing conditions, trends, and changes related to student performance and staff development. SIST received an overall 60% performance rating from the district's teachers and administrators, with strong agreement among teachers, administrators, and SIST consultants about the strengths of the initiative and its startup problems. The appendix contains the principals', assistant principals', and teachers' surveys. (Contains 28 figures.) (SLD) Descriptors: *Academic Achievement; *Educational Change; Elementary Secondary Education; *Professional Development; Program Implementation; Public Schools; School Districts; Teacher Surveys; *Technical Assistance Identifiers: Connecticut; School Improvement Teams Geographic Source: U.S.; Connecticut Role of TeachersEJ653733 EC630822How Teachers Used Reading Performance Charts Compiled Weekly by a Technical Support Agency. Author: Pemberton, Jane; Dyck, Norma; Horton, Betty; Kaff, Marilyn Availability: http://www-writing.berkeley.edu/tesl-ej/ Journal Citation: Preventing School Failure, v46 n4 p174-78 Sum 2002 Publication Date: 2002 ISSN: 1045-988X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2003 Abstract: This study examined how 26 teachers in two elementary schools used performance-charted data provided by a technical support agency. Although teachers did not report using the data extensively to make explicit instructional decisions, most teachers reported using the data to verify their own observations about student progress and as a communication tool with students and parents. (Contains references.) (Author/DB) Descriptive Terms: Special Issue: Teaching Reading: Strategies for Success with Challenging Learners. EJ640552 CG558084 Instructional Consultation in Middle Schools: Description of an Approach to Training Teachers To Facilitate Middle School Teams. Author: Bartels, Susan M.; Mortenson, Bruce Availability: The Whole Language Umbrella, a conference of the National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Web site: http://www.ncte.org/tp/index.shtml. Journal Citation: Special Services in the Schools, v18 n1-2 p1-21 2002 Publication Date: 2002 ISSN: 0739-9820 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2002 Abstract: Describes a pilot project that extended Instructional Consultation (IC) (Rosenfield, 1987) into the middle school setting. The goal of the project was to develop an approach to training middle school teachers so that they could intervene early and effectively to address students' academic and behavioral needs. The training was based upon principles of systematic problem solving and data-based decision-making. (Contains 26 references, 2 tables and 4 appendixes.) (GCP) Descriptors: *Academic Achievement; Decision Making; Early Intervention; *Middle School Teachers; *Middle Schools; Problem Solving; Program Descriptions; *Student Behavior; *Student Needs; *Teacher Education Identifiers: *Instructional Consultation EJ630925 EC627986 Helping Teachers Formulate Sound Test Accommodation Decisions for Students with Learning Disabilities. Author: Fuchs, Lynn S.; Fuchs, Douglas Availability: Journal Citation: Learning Disabilities: Research & Practice, v16 n3 p174-81 Aug 2001 Publication Date: 2001 ISSN: 0938-8982 Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJFEB2002 Abstract: A data-based approach is introduced as an alternative way to help teachers formulate decisions about the validity of test accommodations for students with learning disabilities. Three rationales for the approach are provided: an inadequate research base to guide decision-making, student heterogeneity, and problems with teacher's use of subjective judgment. (Contains references.) (Author/CR) Descriptors: *Academic Accommodations (Disabilities); *Decision Making; Elementary Secondary Education; *Evaluation Criteria; Evaluation Methods; *Learning Disabilities; *Student Evaluation; Student Needs; *Testing Accommodations EJ640552 CG558084 Instructional Consultation in Middle Schools: Description of an Approach to Training Teachers To Facilitate Middle School Teams. Author: Bartels, Susan M.; Mortenson, Bruce Availability: The Whole Language Umbrella, a conference of the National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Web site: http://www.ncte.org/tp/index.shtml. Journal Citation: Special Services in the Schools, v18 n1-2 p1-21 2002 Publication Date: 2002 ISSN: 0739-9820 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2002 Abstract: Describes a pilot project that extended Instructional Consultation (IC) (Rosenfield, 1987) into the middle school setting. The goal of the project was to develop an approach to training middle school teachers so that they could intervene early and effectively to address students' academic and behavioral needs. The training was based upon principles of systematic problem solving and data-based decision-making. (Contains 26 references, 2 tables and 4 appendixes.) (GCP) Descriptors: *Academic Achievement; Decision Making; Early Intervention; *Middle School Teachers; *Middle Schools; Problem Solving; Program Descriptions; *Student Behavior; *Student Needs; *Teacher Education Identifiers: *Instructional Consultation EJ634688 EA538724 Improving Teaching and Learning with Data-based Decisions: Asking the Right Questions and Acting on the Answers. Author: Protheroe, Nancy Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: ERS Spectrum, v19 n3 p4-9 Sum 2001 Publication Date: 2001 ISSN: 0740-7874 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAPR2002 Abstract: Discusses how to make instructional improvement decisions using data-based assessment. Describes three steps in using data-based assessment: developing the right questions, collecting and analyzing the data, and providing staff support to make effective use of the data. Effective use of assessment data requires both quality data and sufficient time and expertise to analyze it. (Contains 15 references.) (PKP) Descriptors: Data Analysis; *Databases; *Decision Making; Elementary Secondary Education; Staff Development; Teacher Collaboration; Teaching Methods Identifiers: Curriculum Alignment EJ630925 EC627986 Helping Teachers Formulate Sound Test Accommodation Decisions for Students with Learning Disabilities. Author: Fuchs, Lynn S.; Fuchs, Douglas Availability: Journal Citation: Learning Disabilities: Research & Practice, v16 n3 p174-81 Aug 2001 Publication Date: 2001 ISSN: 0938-8982 Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJFEB2002 Abstract: A data-based approach is introduced as an alternative way to help teachers formulate decisions about the validity of test accommodations for students with learning disabilities. Three rationales for the approach are provided: an inadequate research base to guide decision-making, student heterogeneity, and problems with teacher's use of subjective judgment. (Contains references.) (Author/CR) Descriptors: *Academic Accommodations (Disabilities); *Decision Making; Elementary Secondary Education; *Evaluation Criteria; Evaluation Methods; *Learning Disabilities; *Student Evaluation; Student Needs; *Testing Accommodations ED458722 EA031441 The Results Fieldbook: Practical Strategies from Dramatically Improved Schools. Author: Schmoker, Mike Institutional Author: Association for Supervision and Curriculum Development, Alexandria, VA.(BBB30657) Availability: Association for Supervision and Curriculum Development, 1703 N. Beauregard St., Alexandria, VA 22311-1714 ($20.95, members; $24.95, nonmembers). Tel: 800-933-2723 (Toll Free); Fax: 703-575-5400; e-mail: member@ascd.org; Web site: http://www.ascd.org. Publication Date: 2001 ISBN: BN- 0-87120-521-1; Language: English Document Type: Book (010); Reports--Research (143) Journal Announcement: RIEAPR2002 Abstract: This book offers methods on how to cultivate and capture teacher expertise--one of the most grossly underused assets in education. These methods are simple and include goal-oriented, data-driven collaboration and ongoing assessment that can lead to an array of effective innovations and strategies to enhance school effectiveness. Five case-study school systems are described that used these methods to overcome obstacles and achieve exceptional results for all their students. Supplementing the five case studies, brief vignettes written by practitioners show how core practices--teamwork, the use of achievement data, and planning for measurable goals--made an immediate and profound difference in student learning at their respective schools. This book contains easily adapted processes and refinements that result from such teacher collaboration and that facilitate measurable improvement. Appendix A contains an annual school-improvement planning process/checklist. Appendix B is a form for planning annual improvement goals for 2001-02. Appendix C offers improvement brainstorming guidelines. Appendix D is a team-learning log for problem/opportunity identification and solution/resolution. Appendix E is a recognition nomination form. Appendix F offers models for effective, time-efficient meetings. Appendix G offers a schedule/model for continuous instructional improvement. (Contains 75 references.) (RT) Descriptors: Educational Assessment; Educational Cooperation; *Educational Improvement; Educational Innovation; Educational Methods; Educational Planning; Elementary Secondary Education; *Instructional Effectiveness; Instructional Innovation; *School Effectiveness; *Teacher Effectiveness; Teamwork; Geographic Source: U.S.; Virginia ED458722 EA031441 The Results Fieldbook: Practical Strategies from Dramatically Improved Schools. Author: Schmoker, Mike Institutional Author: Association for Supervision and Curriculum Development, Alexandria, VA.(BBB30657) Availability: Association for Supervision and Curriculum Development, 1703 N. Beauregard St., Alexandria, VA 22311-1714 ($20.95, members; $24.95, nonmembers). Tel: 800-933-2723 (Toll Free); Fax: 703-575-5400; e-mail: member@ascd.org; Web site: http://www.ascd.org. Publication Date: 2001 ISBN: BN- 0-87120-521-1; Language: English Document Type: Book (010); Reports--Research (143) Journal Announcement: RIEAPR2002 Abstract: This book offers methods on how to cultivate and capture teacher expertise--one of the most grossly underused assets in education. These methods are simple and include goal-oriented, data-driven collaboration and ongoing assessment that can lead to an array of effective innovations and strategies to enhance school effectiveness. Five case-study school systems are described that used these methods to overcome obstacles and achieve exceptional results for all their students. Supplementing the five case studies, brief vignettes written by practitioners show how core practices--teamwork, the use of achievement data, and planning for measurable goals--made an immediate and profound difference in student learning at their respective schools. This book contains easily adapted processes and refinements that result from such teacher collaboration and that facilitate measurable improvement. Appendix A contains an annual school-improvement planning process/checklist. Appendix B is a form for planning annual improvement goals for 2001-02. Appendix C offers improvement brainstorming guidelines. Appendix D is a team-learning log for problem/opportunity identification and solution/resolution. Appendix E is a recognition nomination form. Appendix F offers models for effective, time-efficient meetings. Appendix G offers a schedule/model for continuous instructional improvement. (Contains 75 references.) (RT) Descriptors: Educational Assessment; Educational Cooperation; *Educational Improvement; Educational Innovation; Educational Methods; Educational Planning; Elementary Secondary Education; *Instructional Effectiveness; Instructional Innovation; *School Effectiveness; *Teacher Effectiveness; Teamwork; Geographic Source: U.S.; Virginia ED449141 SP039716 Practitioners' Guide to Learning Communities. Creation of High-Performance Schools through Organizational and Individual Learning. Author: Cibulka, James; Nakayama, Michelle Institutional Author: National Partnership for Excellence and Accountability in Teaching, Washington, DC.(BBB35641) Availability: For full text: http://www.ericsp.org/digests/Guide.htm. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: February 22, 2000 Language: English Pages: 33 Document Type: Reference materials--Bibliographies (131) Journal Announcement: RIEJUN2001 Abstract: This paper introduces the purposes of school learning communities. Section 1, "Foundations of a Learning Community," presents a definition and discusses different approaches to reforming schools. Section 2, "Key Aspects of a Learning Community," highlights three components of learning communities (student learning, teacher learning, and collaborative learning); new conceptions of learning for all students (developmental aspects of learning; learning transfer; novice, competent, and expert learners; environmental and social conditions to promote learning; expert teachers; technology; assessment; and new conceptions of learning and learning communities); and teachers as learners (developmental considerations, socially constructed teacher learning, structural conditions for teacher learning, teacher learning focused on the whole system, and bringing together multiple perspectives on teacher learning to enhance professional development and student outcomes). This section also discusses a collaborative culture (incentives and opportunities for collaboration to build knowledge, a climate favoring continuous school improvement, and transformational leadership by school principals). Section 3, "An Approach to Implementing Data-Based Decision Making," describes the KEYS (Keys to Excellence for Your Schools) initiative, which provides an instrument and guidelines for facilitating the self-study process. Section 4 presents "Suggested Readings." Two appendixes offer the NPEAT principles of professional development and a description of KEYS. (SM) Descriptors: Academic Standards; Child Development; Decision Making; Educational Change; Educational Environment; *Educational Quality; Educational Technology; Elementary Secondary Education; *Faculty Development; Leadership; Learning Strategies; Organizational Change; Principals; Program Evaluation; School Culture; Student Evaluation; Teacher Collaboration; Teacher Improvement; *Teachers; Teaching Skills Identifiers: *Learning Communities; *Learning Organizations; Teacher Knowledge Descriptive Terms: Part three of three. For parts one and two, see SP 039 714-715. Contract Number: RFP-97-0101 Geographic Source: U.S.; District of Columbia General DescriptionsED466508 UD035099Proceedings from State and District Support to Low-Performing Schools. Selected Presentations from a Working Conference of the High Poverty Schools Initiative (Baltimore, Maryland, May 20-23, 2001). Institutional Author: Council of Chief State School Officers, Washington, DC.(FGK19768) Availability: Council of Chief State School Officers, One Massachusetts Avenue, N.W., Suite 700, Washington, DC 20001-1431. Tel: 202-408-5505; Fax: 202-408-8072. For full text: http://www.ccsso.org/pdfs/HPSBaltimore2002.pdf. Sponsoring Agency: John D. and Catherine T. MacArthur Foundation, Chicago, IL. (BBB25107)@; Carnegie Corp. of New York, NY. (QPX12280) Publication Date: May 2001 Language: English Document Type: Collected works--Proceedings (021) Journal Announcement: RIEJAN2003 Descriptors: *Academic Achievement; Change Strategies; Data Analysis; Disadvantaged Youth; Early Childhood Education; *Educational Change; Educational Improvement; Elementary Secondary Education; English (Second Language); Faculty Development; Literacy Education; *Low Achievement; Minority Group Children; Partnerships in Education; *Poverty; Special Education; Teacher Competencies; Teacher Persistence; Teacher Recruitment Geographic Source: U.S.; District of Columbia EJ609608 EA537376 Creating Data-Driven Schools. Author: Noyce, Penny; Perda, David; Traver, Rob Availability: Journal Citation: Educational Leadership, v57 n5 p52-56 Feb 2000 Publication Date: 2000 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141); Reports--Evaluative (142) Journal Announcement: CIJJAN2001 Abstract: In a data-driven school culture, there is an institutionalized willingness to use numbers systematically to reveal important patterns and answer focused questions about policy, methods, and outcomes. A central data team relies on input from teachers, ultimately responsible for student success. Massachusetts applications and examples are described. (MLH) Descriptors: *Curriculum; *Data Analysis; Elementary Secondary Education; *Program Evaluation; *School Culture; *Scores; *Standardized Tests Identifiers: *Massachusetts EJ608542 JC509071 Data-Driven School Improvement. Author: Johnson, James H. Availability: Journal Citation: Journal of School Improvement, v1 n1 p16-19 Spr 2000 Publication Date: 2000 ISSN: 1043-3511 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJDEC2000 Abstract: Advocates data-driven decision making as a key to school improvement. Discusses how data can be used to improve education, what types of data should be collected, should teachers serve as researchers, how data can be used effectively, and what steps schools can take to improve their use of data. (VWC) Descriptors: Data Collection; Decision Making; *Decision Support Systems; *Educational Improvement; Educational Research; *Elementary Secondary Education; *Teacher Role ED461911 EA031451 Data Inquiry and Analysis for Educational Reform. ERIC Digest. Author: Wade, Howard H. Institutional Author: ERIC Clearinghouse on Educational Management, Eugene, OR.(SJJ69850) Availability: ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Tel: 800-438-8841 (Toll Free); Fax: 541-346-2334; Web site: http://eric.uoregon.edu; For full text: http://eric.uoregon.edu/publications/digests/index.html. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: December 2001 Report Number: EDO-EA-01-10 Language: English Document Type: ERIC product (071); ERIC digests in full text (073) Journal Announcement: RIEAUG2002 Abstract: Schools are realizing that carefully collected and analyzed data represent the key to educational improvement. This digest outlines the most useful types of data to drive the school-improvement process, steps that must be taken to collect and analyze data, the role of administrators in guiding the data-driven reform process, and results that can be expected. Data provide an accurate way to identify problem areas in school programs, reveal strengths and weaknesses in students' knowledge and skills, and provide meaningful guidance on how teaching practices can and should be altered. The most useful types of data include student assessment data, student demographic data, perceptions data, and school program data. Through data-driven inquiry, school staff can identify areas in need of improvement, select high-priority problems for correction, and outline improvement strategies. After plans of action have been implemented and completed, school staff can continue data collection and analysis to determine whether to modify or discontinue corrective actions. Principals and other administrators can best support data-driven reform processes by providing vision and leadership. Results can include a higher level of student achievement and the school assuming a more professional and civil culture of inquiry. (Contains 11 references.) (RT) Descriptors: Academic Achievement; Administrator Role; Change Strategies; Data; *Data Analysis; *Data Collection; Educational Environment; *Educational Improvement; Elementary Secondary Education; Evaluation; *Information Utilization; Profiles; Research Methodology Identifiers: ERIC Digests; *Reform Efforts Descriptive Terms: Digest number 153. Contract Number: ED-99-CO-0011 Geographic Source: U.S.; Oregon ED452220 TM032505 The Call for Data-Driven Decision Making in the Midwest's Schools: NCREL's Response. Author: Cromey, Allison; van der Ploeg, Arie; Masini, Blase Institutional Author: North Central Regional Educational Lab., Oak Brook, IL.(BBB29165) Availability: North Central Regional Educational Laboratory (NCREL), 1900 Spring Road, Suite 300, Oak Brook, IL 60523. Tel: 630-571-4700; Fax: 630-571-4716. Publication Date: December 2000 Language: English Pages: 37 Document Type: Reports--Descriptive (141) Journal Announcement: RIESEP2001 Abstract: This report describes the efforts of the North Central Regional Educational Laboratory (NCREL) during the last several years to respond to direct requests from educational stakeholders to help integrate data into their decision-making processes related to school improvement. In some cases, NCREL cooperated in the development of educational decision-making tools, and in others, NCREL began by helping teams of practitioners use data to reinforce their curricular and instructional decisions. This work has created the platform from which NCREL will launch a significant portion of its work over the next 5 years. It has also contributed to the development of a portfolio of decision-making tools, initially conceived as a "21st Century Evaluation Portfolio" and later reframed as a collective Web site of data-driven tools called the "NCREL Toolbelt." Some examples are given of NCREL's efforts in adding value to Tier III assessment data, the data collected from standardized, large-scale assessments, in Illinois and Wisconsin. Tier I data, ongoing classroom assessment data, has been the focus of NCREL efforts in Creve Coeur, Illinois. NCREL has also worked on curriculum mapping and the use of the General Topic Tracing Map, a data collection tool used in the Third International Mathematics and Science study. NCREL's new signature effort, Education Decision Support Systems, has emerged from these efforts, and its goal will continue to be making data more available and useful for educators. Two appendixes describes the development chronology for two NCREL efforts. (Contains 4 figures, 1 table, and 16 references.) (SLD) Descriptors: *Data Analysis; Data Collection; *Decision Making; Educational Improvement; Educational Research; Elementary Secondary Education; *School Districts; *Systems Development Identifiers: *North Central Regional Educational Laboratory; United States (Midwest) Geographic Source: U.S.; Illinois ED448536 EA030810 How Schools Use Data To Help Students Learn. Author: Kroeger, Marianne, Ed.; Blaser, Stephanie, Ed.; Raack, Lenaya, Ed.; Cooper, Cinder, Ed.; Kinder, Ann, Ed. Institutional Author: North Central Regional Educational Lab., Oak Brook, IL.(BBB29165) Availability: For full text: http://www.ncrel.org/info/nlp/. Journal Citation: NCREL's Learning Point, v2 n2 Sum 2000 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2000 Language: English Pages: 21 Document Type: Collected works--Serials (022) Journal Announcement: RIEJUN2001 Abstract: This issue focuses on decision making. The term "D{cubed}M" used throughout the issue means data-driven decision making. D{cubed}M is not merely crunching numbers or translating statistics; it is about creating a picture to see where you have been and to determine where you want to go. Provided is a special D{cubed}M checklist to figure out how data can be used in schools. The following articles are included: "D{cubed}M: Helping Schools Distill Data" (Ann Kinder) the many ways schools can leverage the benefits of D{cubed}M; "Teachers and Students as Action Researchers: Using Data Daily" (Cinder Cooper with Allison Cromey) an innovative pilot program that helps students track their daily progress in math and helps teachers develop more effective ways to support those needing extra help; and "Measuring Student Success" by Lenaya Raack, (an NCREL associate explains the critical role of continuous feedback in assessing student performance. (DFR) Descriptors: *Academic Achievement; *Academic Standards; Accountability; *Data Analysis; *Decision Making; *Educational Change; Elementary Secondary Education; Public Schools; *Student Improvement Descriptive Terms: For volume 2 number 1, see EA 030 809. Produced in cooperation with A+ Media, Inc. North Central Regional Educational Laboratory, 1900 Sandy Road, Suite 300, Oak Brook, IL 60523-1480. Contract Number: RJ96006301; R168R50003; R302A50007 Geographic Source: U.S.; Illinois |