This is a comprehensive, practical guide to effective use of data for school improvement! This hands-on guidebook helps head teachers make meaningful data-based instructional decisions with confidence. In layman's terms, the authors explain the essential statistical and assessment information that administrators need to know what types of data to look at, how to analyze the information, and how to use what they've learned from the data to make critical choices for their schools. As part of the "Leadership for Learning Series", this resource provides school-level leaders with support in developing and sustaining a schoolwide capacity for continuous improvement. It links data-based decision making with issues of accountability, improved learning, and shared mission and goals. It includes a glossary, school improvement template, sample forms, and data tools.
Ellen B. Goldring is professor of education policy and leadership at Peabody College of Vanderbilt University, where she won the Alexander Heard Distinguished Professor award. Her areas of expertise and research focus on improving schools, with particular attention to educational leadership and access and equity in schools of choice. She is the immediate past coeditor of Educational Evaluation and Policy Analysis. She serves on numerous editorial boards, technical panels, and policy forums, and is the coauthor of three books, including Principals of Dynamic Schools (Corwin Press), as well as hundreds of book chapters and articles. Goldring is currently working on a project funded by the Wallace Foundation to develop and field-test an education leadership assessment system and establish its psychometric properties. She is also conducting experiments to study professional development and performance feedback for school leaders. She is an investigator at the National Center on School Choice and the Learning Sciences Institute at Vanderbilt. Goldring received her PhD from the University of Chicago. Mark Berends is associate professor of public policy and education at Peabody College of Vanderbilt University; director of the National Center on School Choice, funded by the U.S. Department of Education's Institute of Education Sciences; and the vice president of the American Educational Research Association's Division L, Policy and Politics in Education. His areas of expertise are the sociology of education, research methods, school effects on student achievement, and educational equity. His latest books are Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 (2005, RAND), Charter School Outcomes (2008), and Handbook of Research on School Choice (forthcoming, Lawrence Erlbaum Associates). Berends received his PhD in sociology from the University of Wisconsin-Madison.
Acknowledgments About the Authors Introduction by Willis D. Hawley and E. Joseph Schneider 1. The Importance of Data-Based Decision Making 2. Leading Successful Schools With Data: Pathways to School Improvement 3. The Steps in Data-Based Decision Making: Linking Data to Mission and Goals 4. Using Standardized Achievement Data for School Improvement Planning: Measuring Achievement Outcomes 5. Using Formative Assessments to Improve Instruction 6. Multiple Measures for Pathways to School Improvement 7. Involving the Community in Data-Based Decision Making 8. Analyzing Data for School Improvement 9. Seeking Solutions: Evidence-Based Decisions and Processes 10. Leading With Data for Continuous School Improvement Index
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