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Cutting Through the “Data Driven” Mantra: Different Conceptions of Data-driven Decision Making


by Gina Schuyler Ikemoto & Julie Marsh — 2007

High-stakes accountability policies such as the federal No Child Left Behind (NCLB) legislation require districts and schools to use data to measure progress toward standards and hold them accountable for improving student achievement. One assumption underlying these policies is that data use will enhance decisions about how to allocate resources and improve teaching and learning. Yet these calls for data-driven decision making (DDDM) often imply that data use is a relatively straightforward process. As such, they fail to acknowledge the different ways in which practitioners use and make sense of data to inform decisions and actions.


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This article originally appeared as NSSE Yearbook Vol 106. No. 1.


Cite This Article as: Teachers College Record Volume 109 Number 13, 2007, p. 105-131
http://www.tcrecord.org ID Number: 18484, Date Accessed: 12/15/2017 1:02:52 PM

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About the Author
  • Gina Ikemoto
    RAND Corporation
    E-mail Author
    GINA SCHUYLER IKEMOTO is a Policy Researcher at RAND with expertise in K-12 reform, education policy implementation, district and school leadership, and professional development.
  • Julie Marsh
    RAND Corporation
    E-mail Author
    JULIE A. MARSH is a Policy Researcher at RAND who specializes in research on policy implementation, district-level educational reform, accountability, and school-community collaboration.
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