NIUSI

part of the Education Reform Networks

First things first: Demystifying data analysis

This article applies to all teachers who struggle with which data can be used to improve teaching and learning. In this article, Schmoker points out that in developing data driven practices, teachers need to overcome experts’ tendencies to make the analyses of student achievement data complicated. He suggests that teachers can set the stage for targeted and collaborative efforts that can pay immediate dividends in terms of achievement gains if they know how many students are succeeding or failing in the subjects they teach. However, the extended, district-level analyses and correlation studies that some districts conduct can result in over analysis and overload. This overload problem, Schmoker proposes, could be resolved by developing a simple template for a focused improvement plan with annual goals for improving students’ state assessment scores.

• Contributor: Schmoker, M.
• Journal/Secondary Title: Educational Leadership
• Number: 5
• Volume: 60
• Year: 2003

This resource is cataloged under:

• Network/channel: NIUSI: Professional Effort: Group Practice & Professional Development
• Network/channel: NIUSI: Professional Effort: Learning Assessment
• Network/channel: NIUSI: Professional Effort: Learning Standards
• Network/channel: NIUSI: Professional Effort: Teaching Design & Practices

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