Data: Not Just Another Four-Letter Word

Autor/inn/en	Zavadsky, Heather; Dolejs, Amy
Titel	Data: Not Just Another Four-Letter Word
Quelle	In: Principal Leadership, 7 (2006) 2, S.32-36 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	School Districts; Academic Achievement; Case Studies; Information Policy; Data Analysis; Data Collection; Information Utilization; Recognition (Achievement); Use Studies + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Schulleistung; Case study; Fallstudie; Case Study; Informationspolitik; Auswertung; Data capture; Datensammlung; Informationsnutzung; Soziale Anerkennung; Benutzerschulung
Abstract	Long considered four-letter words by many in education, "data," "testing," and "assessments" have come to signify more than additional burdens and distractions from instruction for most educators. Although many educators are still wary of data, many top-performing school systems have embraced data as a means to drive educational decision making about such matters as instruction, curriculum, and professional development. Of course, data alone cannot spark change. There are several elements that must be in place to make data useful, meaningful, and accessible. In addition, the use of data must become a transparent part of the school system's culture: to move student achievement beyond one great teacher or school, data-driven practices must be established and supported at the district, school, and classroom levels. This article describes the five 2005 Broad Prize finalists--Norfolk, Virginia; Aldine, Texas; Boston, Massachusetts; New York City, New York; and San Francisco, CA--districts that have made marked gains in student achievement and narrowed achievement gaps by embracing data in their systems. The best practice uses of data as illustrated by these schools demonstrate how high-performing school systems have focused on the most strategic and effective ways to improve student learning by using data as a guide. All five districts assert that data have been an important catalyst for increasing student achievement and narrowing achievement gaps. Second, they demonstrate that a culture of trust can coexist with the frequent use of data, given the right support and use. When district leaders, school administrators, teachers, and even students open a dialogue about data, these systems begin to inspire personal and collective accountability for the same goal: student success. (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10