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Research and Policy Perspectives on Data-Based Decision Making in Education


by Martin Orland — 2015

This article summarizes some significant insights of articles in this issue from the perspective of public policy, emphasizing their potential resonance in today's policy environment in using data for program improvement as well as accountability purposes.


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Cite This Article as: Teachers College Record Volume 117 Number 4, 2015, p. 1-10
http://www.tcrecord.org ID Number: 17857, Date Accessed: 3/23/2017 4:18:39 PM

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About the Author
  • Martin Orland
    WestEd
    E-mail Author
    MARTIN ORLAND is the director of evaluation and policy research at WestEd, where he leads a nationwide staff of methodologists, research scientists, content experts, and evaluators with the responsibility for ensuring that their work employs the highest standards of methodological rigor and provides “usable knowledge” to decision makers. Orland's more than 30-year professional career includes several senior leadership positions lying at the intersection of educational research, data, and policy, including at the National Research Council, Institute of Education Sciences, and National Center for Education Statistics. Recent publications include Why Definitions Matter: Data Literacy and Education Policy Change and Assessment for Learning: What Policy Makers Should Know About Formative Assessment.
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