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= The Need = ===To meet the challenges of accountability, there is a critical and immediate need for schools to use the increasing quantity of data now available to them to improve student performance. The problem is no longer the lack of access to data. Schools are drowning in data. The problem is, as Elmore and Love observe, schools do not know what to do with the data. Without a systematic process for using data effectively for continuous improvement, many schools, particularly those serving high-poverty students, will languish in chronic low performance in mathematics, science, and other content areas, even with the consistent pressures of accountability. Achievement gaps will persist. Or, even worse, the abuses of data—drilling students on test items, narrowing the curriculum, tutoring “bubble” students while failing to improve instruction, reacting to disaggregated data by instituting practices such as tracking—will leave underserved students even worse off (Abrams & Madaus, 2003; Confrey & Makar, 2003; Love, 2003). As Richard Elmore says, “when we bear down on testing without the reciprocal supply of capacity,. . . we exacerbate the problem we are trying to fix” (2003, p. 7).===

====** " It is no wonder that many educated people lack the capacity to enter into and help create community in the world, that they carry a habit of competition into all their relations with life. If we believed that knowledge arises from commitment of communities (as some new epistemologies tell us) we would create classrooms where community was fostered, not feared. Our students having been formed in a knowing that springs from communal commitments, would be better able to use their knowledge to reweave community." -- Parker Palmer **====

Taken from.

==[|The Data Coach's Guide to Improving Learning for All Students]. --- Google Book==

[|Data Literacy Assessment Guide] -- download this PDF and use.
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