Data-Driven School Improvement: Linking Data and Learning


reviewed by Mary Ann Blank - December 22, 2009

coverTitle: Data-Driven School Improvement: Linking Data and Learning
Author(s): Ellen B. Mandinach and Margaret Honey (eds.)
Publisher: Teachers College Press, New York
ISBN: 0807748560, Pages: 304, Year: 2008
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While NCLB has definitely increased educators’ sense of urgency, many have long been focused on the use of data to make decisions that have the potential to increase student achievement. And, likewise, yearly school improvement plans requiring the incorporation of data have been mandated by state departments of education and/or local education agencies to reinforce (or force) the use of data in designing achievement-related action plans. To many educators it just made sense to use evidence generated by systematic research methods rather than to rely on intuition and haphazard approaches. But, while many may understand the importance of data-driven decisions, what is still reflected in the current realities of everyday practice is that it is often misapplied. Using data must become a pervasive routine that is applied accurately and effectively at all levels—in states, districts, schools, and classrooms. Ellen Mandinach and Margaret Honey, editors of Data-Driven School Improvement: Linking Data... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: December 22, 2009
https://www.tcrecord.org ID Number: 15885, Date Accessed: 3/28/2020 11:42:42 AM

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