Supovitz, J. & Klein, V. (2003, November). Mapping a course for improved student learning: How innovative schools systematically use student performance data to guide improvement. University of Pennsylvania Graduate School of Education: Consortium for Policy Research in Education. Retrieved December 14, 2006 from http://www.cpre.org/Publications/Publications_Research.htm
Supovitz and Klein develop a framework to help educators build more efficient and effective systems for collecting, analyzing, and synthesizing student performance data (e.g., grades, portfolios, conference logs, writing journals, etc.), and explain how school leaders and teachers can use performance data to guide instruction and decision making. Data used for the current report was collected from five schools implementing America's Choice comprehensive school reform design. In their report, Supovitz and Klein highlight three major sources of student performance data: external data, individual teacher assessment data, and school-wide data. The authors also describe how the schools used data (e.g., to inform instruction, to set goals, to plan professional development, etc.) and found that the degree to which data use was a typical part of school life demonstrated whether or not a sense of inquiry was part of the school culture. They also found that leadership, both formal and informal, helped promote the innovative use of student performance data. The authors conclude by explaining how school leaders and teachers can use student performance data to guide reform and to provide teachers with feedback about the effects of their teaching methods. Vignettes are included throughout to illustrate strong and effective data use.
Culture of Collaboration, Expectations for Data Use, Human Resources