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Drowning in Data but Thirsty for Analysis by Melissa Roderick - 2012This 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 appropriate membership. Please review your options below:
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- 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.
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