Armstrong, J., & Anthes, K. (2001). Identifying the factors, conditions and policies that support schools' use of data for decision-making and school improvement. Denver: Education Commission of the States. Retrieved April 8, 2006 from http://www.ecs.org/clearinghouse/30/69/3069.htm
This article briefly identifies the factors, conditions, and policies that support data-driven decision-making for school improvement. Drawing on a series of school and district interviews conducted in five states, the authors address key findings at the state, district, and school level. They provide preliminary recommendations for state policymakers, including: redesigning state accountability systems with the idea of distributing accountability throughout the system and providing ongoing assessments; creating "item banks" for districts to use for interim assessments; and having states provide districts with data-analysis software.
Benchmark Assessment, Culture of Inquiry, Multi-level Data Use, Multiple Measures