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Data Driven Instruction
Education research is a hot topic in Washington. I’m not talking “House of Cards” or “Scandal” hot but hot for education types who have been waiting a long time for Congress to take up any piece of education law. While other broad education legislation continues to await reauthorization, Congress has managed to make progress on behalf of education research. The Educational Sciences Research Act (ESRA) may not win a name recognition contest, but it is an important part of the nation’s education agenda nonetheless. The fact that a bipartisan bill to reauthorize ESRA (the Strengthening Education Through Research Act or SETRA) is making its way through the House and the Senate is not only a sign of hope that things can get done (whether they are done well is a topic for another column), it is also an acknowledgement that education research is not something any of us should take for granted.
My organization, the Center on Education Policy (CEP), has both hosted and participated in many conversations about the role research plays in education policy and practice. Focusing tightly on education policy while being housed within a university, we are acutely aware that policy makers view research through a completely different lens than education researchers. Policy makers tend to lead with policy and then look to research to validate their decision making. While this may not seem to be the best way to address education issues, we must be aware that the political nature of education — especially at the federal level — almost demands this kind of leap-before-you-look approach ...
By Patte Barth, Director of the Center for Public Education, an initiative of the National School Boards Association (NSBA)
The National School Boards Association’s Center for Public Education is all about the importance of using data and research to craft effective school policy and practice. We also encourage everyone who has an interest in public schools to look at data when gauging their quality. Unfortunately, getting that data isn’t always as straightforward as it could be. Even when found, it’s often presented in long tables, complicated graphs and confusing formats that obscure rather than shed light on school performance. ...
Given all the debates in education policy today, one might assume that education research is a valuable tool in guiding outcomes and decisions. Unfortunately, this assumption is incomplete because although research is often valued and held up to justify decisions, the research does not necessarily inform the decision making process. There are any number of reasons for that, from the flow of information to the actors involved in the policy changes.
In a recent book Using Research-Based Evidence in Education, Kara Finnigan and Alan Daly –along with other contributors- take a closer look at how evidence research is acquired, defined, moved, interpreted and shaped at different levels in education: federal, state, district and school. In a recent American Youth Policy Forum webinar, they highlighted three major themes that emerged: ...
By Aimee Rogstad Guidera, Founder and Executive Director, Data Quality Campaign
This article will also appear on The Huffington Post.
“My child is not a number!”
In the era of so-called big data in education, you’re likely to hear this refrain. Education data are, after all, mostly numbers. (I would argue that more anecdotal information—such as classroom observations—should also be considered part of a full picture of student “data,” but that’s a whole blog post in itself.) No child’s experiences can be reduced to a set of numbers on a spreadsheet, and no data policy should be about limiting a student’s options or reducing her experience. On the contrary: effective data use should expand a child’s horizons by providing more information about individual students to help guide the people making decisions about their learning—parents and educators. ...
By Sharon P. Robinson, President and Chief Executive Officer, American Association of Colleges for Teacher Education (AACTE)
Once upon a time, we were challenged to find useful data about education. Not much information was collected, and it was largely inaccessible. In recent years, as public demands for greater transparency and evidence-based accountability have generated an information frenzy, we still face this challenge—but not because data are scant. Now they are overabundant, often difficult to decipher, or of unreliable quality. In this new environment, we must prepare teachers and other education leaders to be not only data literate, but also advocates for effective data use by others.
Researchers and education leaders must take responsibility for helping PK-12 practitioners and other decision makers interpret the data being generated by districts, states, think tanks, research and policy organizations, schools themselves, and a multitude of other sources—often with set agendas that taint the evidence. Too often, unscrupulous data collection and usage leads to antagonistic distractions, bad press, and worse policy decisions ...
By Jack Dale, for the Partnership for 21st Century Skills (P21)
Since the year 2000, the Organization for Economic Co-operation and Development (OECD) has made the Programme for International Student Assessment (PISA) available to countries around the world. In 2012, 65 countries participated in the once every three year cycle of PISA. Each three year cycle emphasizes one of three content areas – Math, Science and Reading. In 2012 the emphasis was on Math. In 2015 the emphasis will be on Science.
Beginning this school year, individual schools across America are able to participate in the school-based version called OECD Test for Schools. Participating schools will have a random sample of 15-year olds selected to take part in a matrix sampling of test prompts covering all three content areas.
Questions now before schools and districts are: What kind of results would we get? What are implications for school/district policies and practices? Can this assessment better help us prepare students for needed 21st Century ...
Public Schools Insights (PSI): What does the general public need to know about professional learning and its role in implementing the Common Core State Standards or other learning initiatives?
Joellen Killion: Professional learning is the means for developing and expanding educators’ knowledge, skills, and practices. Because the new content standards increase expectations for students both in terms of depth of content and application of content, educators need to refine their instructional practices to ensure that all students achieve the standards and leave school college and career ready. Any new initiative, such as Common Core, a new evaluation system, or any other reform, depends on the capacity of educators to implement it. Professional learning is the primary strategy available to every school to support continuous educator development. Yet not all ...
By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
The National Student Clearinghouse’s StudentTracker is an invaluable service that can help districts better prepare their students for college success.
The National Student Clearinghouse is a nonprofit organization founded in 1993 by the higher-education community to track students who received loans to help pay for college tuition. Graduate schools provide enrollment information, while the NSC verifies to lenders that students are taking the necessary course work.
Since expanding its services, the NSC currently holds records for more than 137 million students and 3,500 institutions of higher education, covering 98 percent of the current enrollment in both public and private colleges and universities. Today, the NSC continues to provide enrollment, diploma verification, and ...
Advocates hope that the Common Core State Standards (CCSS) Initiative will lead to deeper learning by students – that the standards will result in students learning not only academic content, but how to think critically, work collaboratively, communicate effectively and more. And they recognize that for this to happen, classroom instruction has to change.
Many assume that new assessments aligned to the Common Core will serve as a key lever in its implementation, driving changes in instructional practice. But is that a reasonable assumption? Do large-scale assessment systems influence instruction?
While common sense and popular opinion hold that yes, they do, the research base on the issue is surprisingly thin. But in summarizing the little there is, New Assessments, Better Instruction?, a RAND literature review commissioned by the Hewlett Foundation, confirms what we already knew – testing does indeed influence instructional practice, particularly when high-stakes are attached to it.
The review (which included available research on high-stakes testing and performance assessment in U.S. public education, assessment in international settings, formative assessment, military and ...
By Stephanie Hirsh, Executive Director, Learning Forward
Recently a reporter asked me how teachers are supposed to be able to distinguish among all the professional development opportunities that claim to be aligned with the Common Core standards. While I could refer the reporter to many resources on what constitutes effective professional learning as well as how to evaluate opportunities, this isn't what she was asking. Here's how I responded and what I would tell the many educators who are trying to answer this for themselves.
While I hope that very few teachers are trying to make these decisions in isolation from supervisors and colleagues, I also understand not everyone works in ideal circumstances. Therefore, I offer the guiding questions below to assist teachers in making the best decisions possible. First, here are three prerequisites to consider before you go ...
A VISION FOR GREAT SCHOOLS
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