A recent Hechinger Report article highlighted how data analysis has not significantly improved student outcomes since the No Child Left Behind Act ramped up national data collection. Data — even high quality data— is of no value if it isn’t used effectively.
Simply gathering evidence of learning, whether through tests or teacher-prompted feedback, is wasted effort if it does not inform the practice of teaching.
What do you need to change, and how will you measure that it’s working? In between, you have meaningful analysis.
Chris Minnich is chief executive officer of NWEA, a research-based nonprofit that supports educators and students via assessment solutions and professional learning services.
This story about education data was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s newsletter.
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