“Schools and school districts are under
intense pressure to improve. With both limited resources and limited time to
develop processes that allow them to move steadily upward, schools must use
data to ensure that their improvement is effective and continuous.”(Berhardt,
V.L., 2004)
Statistical evidence is a reliable
form of reference for determining effectiveness in any organization. However,
in education, data and empirical information have not always been the go to
when determining the effectiveness in schools. Historical information, personal
preference, and individual judgments are fading away as a basis for decision
making in schools (Herman & Gribbons, 2001). With the increasing need for
student achievement, a more technical and reliable avenue must be used to
optimize and improve learning. In the past few years we have seen many changes
in educational standards, not only for our state, but also for the nation. NCLB
has made drastic alterations to how teachers and students need to conduct
themselves when it comes to the information learned on every grade level. The
emphasis put on standardized testing scores has also called for an alternative
way of analyzing teaching practices. This is why the need and use for data
analysis has become priority for most school districts. Nation wide, there are different types of data
now being used to assess learning, teacher effectiveness, and appropriate
curriculums for each grade level. There is an important amount of information
that can be attained from data analysis but many educational professionals are
concerned with what information is being compiled along with how it is used.
Some of the advantages to using data
analysis are to show the level of student learning, level of retention between
grade levels, impact of programs being implemented, effectiveness of teaching
styles, and determining whether the level of education is up to par with
students needs (Bernhardt, 2004). The advantages
of utilizing data do not come without criticism or concern. The majority of concern about data analysis
comes from the emphasis on statewide testing. Standardized testing results
yield the bulk of the data used to critique teachers and the schools that they
work in. Unfortunately, it seems that many of these concerns are validated. Formative
assessments are taking place in schools and are also an indicator of learning, however,
summative assessments are the primary reference for assessing student achievement.
This poses many concerns for educational professionals. It seems as if something
is being taken away from daily and individual teaching because everyone must
show proficiency in subjects on standardized testing. Research has shown that standardized
tests may not be the best indicator of learning, but students and teachers are
still being finely critiqued on how well they perform. There are opposing views
about changes made to education in recent years. However, the best thing to do
for students is to clearly define the best ways to optimize their education.
What must be made clear is that student
achievement data is not the only form of data in which can greatly assist
schools. Demographic, Perceptional and School process data are all important
forms of information that can and should be used to improve the mechanics of a
school. Demographic data can tell us more about the students, teachers, and how
both groups may be properly matched. It can give the school leaders an idea of
who the student body is and who may be the best fit for conveying their education.
Demographics are also the root of telling how well the school is meeting the
needs of students. To examine a school
in a different light, perceptional data can be used to receive more personal
information from staff, students, and the community. Perceptual data can give
everyone a voice, which is equally important in meeting the needs of the
students. It not only tells us how the students feel, but how the staff and
community feel about the education and educational environment. Lastly, School
process data is a beneficial way of attaining more specific data about the
precise workings of a school. School process data tells more about the specific
curriculum, instruction, and assessment strategies used by teachers. This data
can show administration what the teachers are doing and how they are using educational
components to yield results (good or bad)
The use of data for assessing
aspects of education can be incredibly beneficial, however schools must be
careful how they are using the information. The real question here is not why
are we using data analysis but how we can use the information to optimize
learning in schools. Is the information that is being attained being used properly,
or is it being used to critique staff/ teachers on subjects and tests that are
not part of their curriculum? There has obviously been both support and criticism
from the increase in data based decision making in schools. Some criticism may
come from the lack of a clear set of guidelines for how schools should use the
information. The information gathered should be used to assess how well any
given school is doing to meet the educational needs of the students. Much of
the information obtained can display whether or not the curriculum and or
teaching practices are working. If not, it will show what may need to be
altered for improvement. If used properly, the information can be used to
optimize learning as well as to increase the proficiency and skills of everyone
involved, students, teachers and staff included.
Below I have
included a link for more information on how NJ is using data analysis in schools:
References
Bernhardt,
V. (2004). Continuous Improvement: It takes more than test scores. ACSA
Leadership , 16-19.
Herman, J. & Gribbons, B. (2001). Lessons learned in
using data to support school inquiry and continuous improvement: Final report
to the Stuart Foundation. CSE Technical Reprt 535 .