Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Drowning in Data but Thirsty for Analysis


by Melissa Roderick — 2012

This commentary frames the importance of the topic of this special issue by highlighting the changes that have occurred in school systems around data use, particularly in large urban districts, and the need for a more rigorous evidence base. Collectively, the articles in this volume provide a jumping-off point for such a research agenda around data use in schools. Each of the articles identifies significant gaps in our knowledge base and develops useful conceptual frameworks within which to think about the dimensions of data use, the quality of the research evidence, and the implications for the field.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Drowning in Data but Thirsty for Analysis
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 114 Number 11, 2012, p. 110309-
http://www.tcrecord.org ID Number: 16815, Date Accessed: 10/21/2017 1:49:12 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Melissa Roderick
    University of Chicago
    MELISSA RODERICK is the Hermon Dunlap Smith Professor at the School of Social Service Administration at the University of Chicago and a codirector at the Consortium on Chicago School Research, where she leads CCSR’s research on postsecondary. Professor Roderick is also codirector of the Network for College Success, a network of high school principals and their teams focused on developing high-quality leadership and student performance in Chicago’s high schools. Professor Roderick is an expert in urban school reform, high school reform, high-stakes testing, minority adolescent development, and school transitions. Recent publications include: Farrington, C., Roderick, M., Allensworth, E., & Nagaoka, J. (2012) Teaching adolescents to become learners: The role of non-cognitive factors in shaping school performance, a critical literature review. Chicago, IL: Consortium on Chicago School Research; and Roderick, M., Nagaoka, J., & Coca, V. (2011). Potholes on the road to college: High school effects in shaping urban students’ participation in college application, search and enrollment. Sociology of Education, 84, 178–211.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS