 | The following are brief descriptions of articles on the topic of data analysis and data-driven decision making. We hope this list is useful for practitioners seeking to further expand their knowledge on data analysis and data-driven decision making. Note that we have separated books from articles for your convenience. We encourage you to read through each of the abstracts below before conducting library research.
BOOKS:
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
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.
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
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.
Data-Driven High School Reform: The Breaking Ranks Model.
Author: Lachat, Mary Ann
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.
Publication Date: 2001
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
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.
Making Schools Smarter: A System for Monitoring School and District Progress. Second Edition.
Author: Leithwood, Kenneth; Aitken, Robert; Jantzi, Doris
Publication Date: 2001
Abstract: Strategic planning, accountability, and restructuring efforts often exacerbate targeted problems because the accurate information required for success is unavailable. This document offers a model monitoring system for utilizing important information by schools and districts.
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
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.
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
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.
Using Data/Getting Results: A Practical Guide for School Improvement In Mathematics and Science.
Author: Love, Nancy.
Availability: Christopher-Gordon Publishers, Inc., 1502 Providence Highway, Suite 12, Norwood, MA 02062. Tel: 800-934-8322.
Publication Date: 2001
Abstract: This resource book is designed to help teachers, administrators, and community members institute reform in school science and mathematics curricula with a focus on improving student learning. It offers a step-by-step guide to systemic school reform based on an inquiry approach.
ARTICLES:
6 Steps to a Solution.
Author: LeTendre, Brenda Guenther
Journal Citation: Journal of Staff Development, v21 n1 p20-25 Win 2000
Publication Date: 2000
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.
Data Analysis and the Principalship.
Author: Creighton, Theodore B.
Journal Citation: Principal Leadership, v1 n9 p52-57 May-Jun 2001
Publication Date: 2001
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.
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
Abstract: 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.
Data-Driven Equity in Urban Schools
Author: Schwartz, Wendy
Institution: ERIC Clearinghouse on Urban Education, New York, NY.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Publication Date: 2002
Availability: ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia.edu/pubget.asp?show=1.
Abstract: The 2002 reauthorization of the Elementary and Secondary Education Act mandates that schools receiving federal funding must desegregate their student performance data by race, gender, and socioeconomic status in order to provide progress information to the community and state. Data-driven decision making is particularly important in urban schools whose populations are disproportionately poor, minority, and in need of special services. This digest discusses the types of data that schools should collect and the ways to use the information effectively in decision making to enhance equity. It begins by explaining how to use data to enhance quality, then it describes data types (student learning data, student demographics, perceptions data, and school process data). It goes on to explain the disaggregation of data, which allows schools to determine more accurately the effects of programs and strategies on segment of its student body. Finally, this digest explains data-driven decision making and describes how to choose a technology tool to support data-driven decision making (functionality, data storage capacity, training, and format).
First Things First: Demystifying Data Analysis
Author: Schmoker, Mike
Journal Citation: Educational Leadership, v60 n5 p22-24 Feb 2003
Publication Date: 2003
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.
How Data Can Help.
Author: Armstrong, Jane; Anthes, Katy
Journal Citation: American School Board Journal, v188 n11 p38-41 Nov 2001
Publication Date: 2001
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.
Making Data Count.
Author: Carr, Nora
Journal Citation: American School Board Journal, v188 n11 p34-37 Nov 2001
Publication Date: 2001
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.
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
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.
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.
Journal Citation: Centerfocus n12 May 1996
Publication Date: 1996
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. 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.
Using Data: Two Wrongs and a Right.
Author: Marzano, Robert J.
Journal Citation: Educational Leadership, v60 n5 p56-60 Feb 2003
Publication Date: 2003
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.
What's in It for the Busy Leader?: Show Administrators How Technology Works toward Their Vision.
Author: Paben, Sandy
Journal Citation: Journal of Staff Development, v23 n1 p24-27 Win 2002
Publication Date: 2002
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.
TRAINING GUIDES:
Using Data for School Improvement.
Institutional Author: North Carolina State Dept. of Public Instruction, Raleigh.(QXM63750)
Publication Date: 1999
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.
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