Gallager, L., Means, B., & Padilla, C. (2007). Teachers’ Use of Student Data Systems to Improve Instruction. Report prepared for U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. Prepared by SRI International, Menlo Park, CA.
Introduction
The collection, analysis, and use of education data are central to the improvement of student outcomes envisioned by No Child Left Behind (NCLB). Over the past six years, meeting the data requirements of NCLB and adapting or acquiring electronic data systems capable of generating the required student data reports have consumed much of the attention of district and state assessment and technology offices. The assumption of current policymakers is that the use of data from student data systems will lead to positive impacts on instruction and student achievement. But an examination of current practice suggests that the use of electronic student data systems and instructional decision-making are not fully integrated. Data-informed decision making goes beyond the use of an electronic data system; it includes the adoption of a continuous improvement strategy that includes a set of expectations and practices for the ongoing examination of student data to ascertain the effectiveness of educational activities […]
