Data in Education

Part One of Two

Think of educational data as a machine that receives and uses inputs to help run the educational process, producing outputs that include things like progress, success, and achievement. Data use depends on critical inputs from the parent, teacher, student, district, and state.

Specific data inputs can include everything from teacher quality to student demographics, while specific data outputs include things like attendance, grades, assessment scores, and graduation rates.

Here are a few of the many types of data that may be collected to provide a teacher with information on any individual student:

Types of Data

Source: Wikipedia

Schools use data from parents, students, classroom, and teacher to assess the success of the school (teacher performance, test scores, graduation rates, etc.) and to allocate resources where needed. Schools then provide data to their district, which facilitates comparative analytics across cities and regions.

"School districts are required to maintain comprehensive longitudinal student databases complete with information including attendance, demographics, mobility, discipline, state test scores, course enrollment, and grades earned in courses. Data systems created by districts are only useful in transforming schools when they provide meaningful data stakeholders can use to raise questions, identify issues, and make informed decisions."
(Schmoker, 2008)

District data helps administrators to understand overall demographics and academic performance. Data allows districts to identify the schools that need more resources versus the schools that may need different programming.

State and federal systems also use data to make informed choices related to district learning gaps, funding, and overall state needs. Federal and state systems create legislation, policies, and goals based on data patterns. Data received from districts and states helps lawmakers create and enforce standards and regulations to meet the academic, socio-emotional, and safety needs of all students and teachers.

Best Practices

Data-based decision-making encourages innovation and differentiation to improve student outcomes. To ensure optimal data-informed decisions, the suggestions below provide best practices on educational data usage.

• Collect accurate and timely data.
  • Real-time data collection facilitates differentiation and interventions.
  • Assessments provide opportunities for corrective instruction and demonstration of understanding.
  • Formative assessments provide real-time data that can help with quick customization.
  • Summative assessments provide end-of-term and/or -year data that may help teachers understand learning and/or gaps. Ensure data accuracy.
  • Teachers and administrators need professional development and training to collect, evaluate, and use data effectively (research, collection, validity, relevance, etc.).
  • Teachers and administrators need time to collaborate and learn from one another. Ensure easy access and understanding of data.
  • Data should be easy to obtain and interpret. Graphics, definitions, and other quick links, snapshots, summaries, etc. all facilitate data comprehension.
  • Consistent communications regarding data provide transparency and facilitate the execution of necessary changes.
  • Ongoing feedback loops between students and teachers, teachers and parents, and teachers and school administrators are critical to the communication process of engagement with and accountability for learning goals. Provide ongoing training and allow sufficient time for teachers and administrators to build and improve data literacy skills.

Conclusion

Data usage enables more effective evaluation of programs, resources, and interventions to facilitate student, school, and district success. State and federal systems also use data to create legislation that focuses on student achievement, progress, and meeting the specific needs of the state and district.

Understanding data terms and the role of data is critical to ensuring the systemic functionality and cultural integration of data usage for student and school achievements. Data collection, accuracy, analysis, and interpretation facilitate the identification of accomplishments and interventions to ensure students’ academic needs are met.

Because data is omnipresent, it must also be objectively reviewed and analyzed to communicate accurate information. The information should be cross-functionally shared with teachers, parents, administrators, and district leaders to ingrain the value of data into the cultural operations of the educational system. Collectively, these systems work to benefit the overall success of district, state, and federal systems.

Read the second article in this series: Building a Data-Rich Culture.

Iris Garner
National Research Consultant,
Learning A-Z
Dr. Iris Garner is a National Research Consultant at Learning A-Z. She has worked in many facets of education including assessment, elementary, leadership, policy, reading intervention, and research. Prior to joining the Learning A-Z team, she worked at the North Carolina Department of Public Instruction as a Policy Consultant and as the North Carolina Nation’s Report Card Representative. As a North Carolina Guardian ad Litem and Education Policy National Fellow, she continues to advocate for children and promote educational justice and student achievement.

Tarece Johnson

Dr. Tarece Johnson holds an Ed.D. in Educational Leadership & Management, an MBA from Emory University, an MPA from Columbia University, and a BA from La Universidad del Sagrado Corazón in Puerto Rico. She founded The Global Purpose Approach, a consulting firm focusing on diversity education, and co-founded the Peninsula International Academy in Belize.

GUEST AUTHOR SERIES

Our Guest Author Series features insights and ideas from experts across Learning A-Z, as well as educators who have extensive experience using Learning A-Z products in the classroom.