Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/dddm_pg_092909.pdf
This report, published by the Institute of Education Sciences, was written to provide evidence-based recommendations to help schools support decision making at the classroom, school, and district levels based on student achievement data. Halverson and colleagues suggest numerous steps including making data part of an ongoing cycle of instructional improvement and teaching students to examine their own data and set their own learning goals. The authors also recommend establishing a clear vision for school-wide data use, providing supports that foster a data-driven culture within the school, and developing and maintaining a district-wide data system. A summary of current evidence, strategies for implementation, and potential roadblocks and solutions are included with each recommendation. Hamilton and colleagues also provide a checklist for carrying out the recommendations and a glossary of terms used in the report.
Decision Making, Skills and Knowledge