Resource Library: Importance of Data

Education as a Data-Driven Enterprise: Data Quality Campaign, 2011

When used effectively, data can improve system performance, impact student outcomes, and increase efficiency and transparency. Additionally, new compliance and accountability standards have increased the need for data. With this in mind, the Data Quality
campaign developed an outline of ten essential elements to help states implement longitudinal data systems to increase effectiveness and to meet accountability standards. 


Pennsylvania State Report Card 2010-2011: PA Department of Education

Contains state level data on attendance and graduation rates, teacher qualification, and performance on state exams, AYP, and NAEP data and disaggregates data to allow for comparisons by student demographics.





Using the Right Data to Determine if High School Interventions are Working: American Institutes for Research, 2010

Given current high school practices, students with large academic preparation gaps in Grade 8 have a low probability of meeting college- and career-readiness performance targets in high school. One way to mediate for this would be to develop a testing system in which achievement gaps are identified earlier and are then used to instruct the type of intervention needed to get students back on track.



Using Longitudinal Data Systems to Improve Student Learning: Data Quality Campaign, 2010

To successfully implement data systems, the culture around data needs be changed from data being seen as harmful, to data being seen has helpful. Some ways to shift perceptions are expanding the ability of data systems, ensuring data can be easily communicated and disseminated, and building the capacity of stakeholders to make data-based decisions. The Data Quality Campaign also suggests ways in which decision makers can develop policies to aid in this transition. 


Data-Driven Districts: Data Quality Campaign, 2009

This report provides districts with best practices for implementing data systems, along with case studies of successful districts. Overall, they found that to integrate data more effectively into schools, districts should link professional development to data use and collection, involve school leadership in data decisions, establish a continuous data collection system and quality monitoring office, and use data to inform instruction.


Implementing Data-Informed Decision Making in School: U.S. Department of Education, 2009

Given that the majority of data systems still reside at the district level, there are large discrepancies among their design, implementation, and effectiveness. This report compares large and mid-size districts to examine the prevalence of supportive factors. 




Using Data to Drive Change: OMG Center for Collaborative Learning, 2009

In this report, the OMG Center maps current college access and success systems, their stakeholders and their data indicators. The report then goes on to outline specific ways in which data can be used to create more efficient and effective college access networks as well as to monitor program performance. Included are a series of field examples of how to tailor data use and dissemination to better fit the needs and goals of a specific program.