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Cutting Through the “Data Driven” Mantra: Different Conceptions of Data-driven Decision Making
by Gina Schuyler Ikemoto & Julie A. 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. |
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- 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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