Literaturnachweis - Detailanzeige
| Autor/inn/en | Gottfried, Michael A.; Ikemoto, Gina S.; Orr, Nate; Lemke, Cheryl |
|---|---|
| Institution | Regional Educational Laboratory Mid-Atlantic (ED) |
| Titel | What Four States Are Doing to Support Local Data-Driven Decisionmaking: Policies, Practices, and Programs. Issues & Answers. REL 2012-No. 118 |
| Quelle | (2011), (34 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Data; Decision Making; Educational Policy; Educational Practices; State Departments of Education; Educational Finance; Politics of Education; Human Resources; Information Utilization; Local Issues; State Programs; Arkansas; Florida; Texas; Virginia |
| Abstract | This report documents how four state education agencies are supporting local data-driven decisionmaking through their policies, practices, and programs for creating data systems, improving data access and use, and building district and school capacity to use data. Specifically, this report, responding to District of Columbia Office of State Superintendent of Education and Pennsylvania Department of Education requests, describes how Arkansas, Florida, Texas, and Virginia are supporting local data-driven decisionmaking. Two questions guide this study: (1) What policies or practices in Arkansas, Florida, Texas, and Virginia support local use of data for education purposes; and (2) How do Arkansas, Florida, Texas, and Virginia support local use of data in selected state education agency-administered programs? This study found that the four states have implemented a range of policies and practices in all three categories of the study's analytical framework: (1) Creating, expanding, and linking data systems. The four states have created and built state repositories and are expanding the types of data collected and warehoused to better equip districts and schools to rigorously assess whether students, schools, and districts are meeting state college readiness requirements and career readiness expectations. (2) Ensuring data access and use. The four states have implemented policies and practices to help local educators and administrators access, understand, and use data effectively. In doing so, they are making data and analyses timely, readily available, and easy to understand for parents, educators, and policymakers. (3) Building district and school capacity to use data. The four states have focused on strengthening local human resource capability, mainly through partnerships and professional development. By building local capacity to access and analyze data stored in state longitudinal data systems, the states intend to help local policymakers and practitioners use data inform key policy questions on performance and improvement. In addition to state policies, the study also identified five state programs supporting district and school use of data (one in Florida, two in Texas, and two in Virginia). Appended are: (1) Summaries of studies with strong findings on state education agency support for local data-driven decisionmaking; and (2) Study methods. (Contains 3 boxes, 2 figures, 3 tables, and 7 notes.) [For the Summary Report, see ED526135] (ERIC). |
| Anmerkungen | Regional Educational Laboratory Mid-Atlantic. Available from: Pennsylvania State University, 108 Rackley Building, University Park, PA 16802. Tel: 866-735-6239; e-mail: info@relmid-atlantic.org; Web site: http://rel.educ.psu.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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