Using Data to Improve Student Learning in Elementary School

Victoria Bernhardt

• Publisher: Routledge
• Year: 2013
• Print ISBN:
  9781930556607
• eBook ISBN:
  9781317922759
• Topic: Education
• Subtopic: Data Processing

This book helps you make sense of the data your school collects, including state student achievement results as well as other qualitative and quantitative data. Easy-to-use templates, tools, and examples are available on the accompanying downloadable resources.

Introduction

Schools that use data understand the effectiveness of their reform efforts; those that do not can only assume that effectiveness.

Schools that gather, analyze, and use information about their school communities make better decisions, not only about what to change but also how to institutionalize systemic change. Schools that understand the needs of their primary customers—the students—are more successful in planning changes and remain more focused during implementation than those schools that simply gather, but make no sustained effort to analyze and use, data. Schools that use data understand the effectiveness of their reform efforts; those that do not can only assume that effectiveness.

Schools committed to improving student learning analyze data in order to plan for the future through understanding—

▾the ways in which the school and the community have changed and are continuing to change

▾the current and future needs of the students, parents, teachers, school, and community

▾how well current processes meet these customers’ needs

▾the gaps between the results the school is getting and the results it wants

▾the root causes for the gaps

▾the types of education programs, expertise, and process adjustments that will be needed to alleviate the gaps and to meet the needs of all customers

▾how well the new processes being implemented meet the needs of the students, parents, teachers, school, and community

The Importance of Data

Businesses typically use data to determine customers’ wants and needs. No matter what occupation we, or our students, aspire to, everyone can appreciate that fact. We can also appreciate the fact that businesses not properly analyzing and using data, more often than not, are not successful. Those of us who work in the business of education, however, may not be as familiar with the ways that businesses use educational data.

In many states, the prison systems look at the number of students not reading on grade level in grades two, three, or four to determine the number of prison cells to build ten years hence (Lawmakers Move to Improve Literacy, 2001). The fact that the prison system can use this prediction formula with great accuracy should make us all cringe, but the critical point is that if businesses can use educational data for predictions, so can educators. Not only can we predict, we can use the same data to prevent undesirable results from happening. Nothing would make educators happier than to hear that prison systems do not need as many cells because more students are being successful in school and, therefore, in life.

Schools in the United States have a long history of adopting innovations one after another as they are introduced. Very few schools take the time to understand the needs of the children being served. Few take the time to understand the impact current processes have on these children. Few take the time to determine the root causes of recurring problems, or to measure and analyze the impact of implementing new approaches. Fewer still use sound information to build and stick with a solid long-term plan that will improve learning for all students. Across our country, we have found that schools spend an average of about two years engaged in their school improvement efforts. The sad fact is that most schools really only implement their plans for the first six to twelve months. Is it any wonder that nothing seems to generate results for these schools?

If businesses can use educational data for predictions, so can educators. Not only can we predict, we can use the same data to “prevent” undesirable results from happening.

We find a different story among the schools that measure and analyze the impact of implementing new approaches. These schools know if what they are doing is working, and if not, why not. These schools also stick with their efforts to create change long after most schools have switched to new efforts. These schools get results.

The use of data can make an enormous difference in school reform efforts by improving school processes and student learning. Data can help to—

▾replace hunches and hypotheses with facts concerning what changes are needed

▾facilitate a clear understanding of the gaps between where the school is and where the school wants to be

▾identify the root causes of these gaps, so the school can solve the problem and not just treat the symptom

▾understand the impact of processes on the student population

▾assess needs to target services on important issues

▾provide information to eliminate ineffective practices

▾ensure the effective and efficient uses of dollars

▾show if school goals and objectives are being accomplished

▾ascertain if the school staffs are walking the talk

▾promote understanding of the impact of efforts, processes, and progress

▾generate answers for the community related to: What are we getting for our children by investing in the school’s methods, programs, and processes?

▾continuously improve all aspects of the learning organization

▾predict and prevent failures

▾predict and ensure successes

Data Barriers

Schools do not deliberately ignore data. Typically, schools say, “We have lots of data; we just do not know what data to use, or how or when to use them.” When school personnel first get interested in data and want to do more with the data they have, they often hit the proverbial brick wall.

Schools do not have databases that allow for easy access and analysis of data. Brick walls can pop-up anywhere—

▾The work culture in education usually does not focus on data in contrast to the work culture in business.

▾Few people in schools and districts are adequately trained to gather and analyze data or to establish and maintain databases.

▾Administrators and teachers do not see gathering and analyzing data as part of their jobs.

▾District personnel have job definitions that often do not include, as a priority, helping individual schools with data.

▾Gathering data is perceived to be a waste of time (after all, we are here every day—we know what the problems are!).

▾Computer systems are...

Table of contents

• Cover
• Title Page
• Copyright Page
• Acknowledgements
• About the Author
• Table of Contents
• Foreword
• Preface
• 1 Introduction
• 2 What Data are Important?
• 3 Getting Started: On Data Analysis for Continuous School Improvement
• 4 Analyzing the Data: Who Are We?
• 5 Analyzing the Data: How Do We Do Business?
• 6 Analyzing the Data: Where Are We Now?
• 7 Analyzing the Data: What Are the Gaps and What Are the Root Causes of the Gaps?
• 8 Analyzing the Data: How Can We Get to Where We Want to Be?
• 9 Analyzing the Data: Example Two: Blue Bird Elementary School
• 10 Analyzing the Data: Conclusions and Recommendations
• Appendix A: Overview of the CD Contents
• Appendix B: Education for the Future Continuous Improvement Continuums
• Glossary of Terms
• References and Resources
• Index
• End-User License Agreement
• CD-ROM Installation Instructions