Using Data to Improve Learning

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Using Data to Improve Learning

• An Overview

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Why Data?

• Replace hunches and hypotheses with facts
• Understand gaps between where the district is
  where they want to be
• Identify root causes so they can be solved
• Understand the impact of processes on the student
  group
• Ensure equity in program participation

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Why Data (continued)?

• Assess needs to target services
• Eliminate ineffective practices
• Ensure effective/efficient use of funds
• Determine if district goals are being
  accomplished
• Ascertain if staff are walking the talk
• Understand the impact of efforts, processes, and
  progress

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Why Data (continued)?

• Respond to community interests and concerns about
  educating its children
• Continuously improve all aspects of the
  organization
• Predict and prevent failures
• Predict and ensure successes

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Barriers to Using Data

• The culture in education focuses on programs, not
  results
• School personnel are not adequately trained to
  gather and analyze data or maintain databases
• Some teachers and administrators may see data
  analysis as another thing that takes away from
  teaching

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Barriers to Using Data (continued)

• School personnel do not see gathering and
  analyzing data as part of their jobs
• School personnel are afraid of losing power if
  they share data
• Gathering data is perceived as a waste of time
• Access to data is not easy
• Data are not used systematically at the state,
  regional and local levels

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Barriers to Using Data (continued)

• There is a perception that data is collected for
  someone elses purpose
• There is confusion about which data should be the
  focus of analysis
• There are not enough models of school districts
  gathering, maintaining, and benefiting from the
  use of data

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What Data?

• Demographics
• Perceptions
• School Processes
• Student Learning

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Demographic Data

• Descriptive information about the district and
  community (enrollment, attendance, grade level,
  ethnicity, gender, native language)
• Part of our educational system over which we have
  no control
• Provides information for observation of trends,
  prediction, and planning

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Perceptions Data

• What parents, students, staff, and others think
  about the learning environment
• Gathered through questionnaires, focus groups,
  interviews, or observations
• Peoples actions reflect what they believe,
  perceive, or think about different topics

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Student Learning

• Outcomes of the educational system in terms of
  standardized test results, grade point averages,
  standards assessments, and authentic assessments
• The most measured area in schools

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School Processes

• Define what schools are doing to help students
  learn (how we group, teach, and assess students)
• Include programs, instruction, assessment
  strategies, and other practices

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IPO

• Input
• Data elements that describe what learning
  organizations start withthe givens that are
  usually beyond our immediate control
• Process
• Elements that describe the actions learning
  organizations plan for and implement to get the
  outcomes they are striving to achieve, given the
  input
• Outcome
• The data elements that describe the results of a
  learning organizations processes

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More Than Test Scores

• Read the article
• What strategies did Lemon Middle School use that
  are similar to strategies your school has
  attempted?
• What data will help the school with continuous
  improvement?
• Is the schools plan to begin with a common
  vision a good starting point and why?
• How will you apply this information to your work?

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Contacts

• Region 4 Education Service Center
• Sowmya Kumar
• skumar_at_esc4.net
• 713.744.6393
• Education for the Future
• Victoria Bernhardt
• vbernhardt_at_csuchico.edu
• 530.898.4482