New technologies have made data gathering easier than ever. Educators now must confront one big question: How can the data be used to improve student achievement?
New technologies have made data gathering easier than ever. Educators now must confront one big question: How can the data be used to improve student achievement?
IN A TIME OF WIDENING achievement gaps, accountability mandates, decreased budgets, and high turnover of school leaders, K-12 educators have grown determined to substantiate their decision-making with hard data. This new attention to data coincides with the advent of improved information technologies, faster Internet connections, and easierto- use applications and interfaces, which are supplying administrators with mounds of data on all aspects of the education enterprise. But the questions being raised in public forums and in private corridors reduce to this: What problems does the data help us solve?