Doing What Works and the American Recovery and Reinvestment Act

Using data for improvement

The use of student data systems to improve education and help students succeed is a national priority. Data systems are expected to play an increasingly important role in improving educational decision making at all levels-state, district, school, and classroom.

Data systems may encompass:

1. Student information systems with data such as attendance, demographics, test scores, grades and schedules.
2. Data warehouses that provide access to current and historical data.
3. Instructional/curriculum management systems that support access to curriculum and instructional resources as well as linkages to state content or performance standards.
4. Assessment systems that support rapid access, analysis, and use of benchmark and formative assessment data.

The Data Quality Campaign is a major source of information on the characteristics of a high-quality longitudinal state data system as well as key action steps for full use of such systems. As more data are collected and stored, stakeholders at all levels ask for examples of how to use data effectively to guide instruction and improvement.

An IES practice guide, Using Student Achievement Data to Support Instructional Decision Making, offers five recommendations to help educators effectively use data to monitor students' academic progress and evaluate instructional practices. Click here to view resources about the recommended practices. Under other topics on the Doing What Works website you will find additional examples from districts and schools around the country that have used data in a systematic way to engage in continuous improvement and used formative data to differentiate instruction to meet student needs in several subject areas.

How can DWW help you meet specific challenges?

• As an elementary school principal, I know that teachers aren’t fully using the mathematics assessment data we collect. What can I do?
  
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• "In our preschool program, are there appropriate ways to track the development of children’s language and literacy skills?"
  
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• "We know some English learners need extra help developing literacy skills. How can we help teachers organize and use data to guide instruction?"
  
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