Vision to Know and Do:
The Power of Data as a Tool in Educational Decision Making

New Challenges and High Expectations

For decades, school systems have operated according to tradition, instinct, and a complex set of rules and regulations. The traditional system prepares all students for a narrow set of post-graduation options, using instructional practice that suits the majority of students, and measures progress with tests that reflect a moment of time, months after the moment has passed. While this method functioned in an industrial economy where men and women without high school degrees or advanced training could earn a living wage, the global information economy requires workers to have 21st century skills to become contributing members of society.

New Accountability

Underlying the public call for data about school performance is a growing concern about the ability of the education system to prepare children to become productive and contributing members of society. In some communities, businesses cannot hire local high school graduates because they lack the basic skills needed to perform work tasks. Students at community colleges require remediation classes in order to participate in post-secondary education. Some students succeed in every school, but the new accountability demanded by parents, businesses, community leaders, and taxpayers asks schools to increase the number of students with 21st century skills. It is no longer acceptable to allow a group of students to fall behind.

As more students stay in school and prepare for post-graduation opportunities other than higher education, they make different demands on the system and their instructors. Educational attainment has actually risen in the last 40 years: in 1960, 41% of the adult population had a high school diploma compared to 84% in 2000. However, graduation and post-secondary education are increasingly required in the workplace. In 1973, 28% of prime-age workers had some post-secondary education experience compared to 59% in 2000. (American Demographics, April 2003).

Education in a New Century

Perhaps 21st century education will be characterized as one where schools developed a system to help every child reach his or her potential. Achieving this lofty goal will require systemic change and community involvement. School systems today face many new challenges and higher expectations. The global economy requires graduates with 21st century skills to contribute to the well-being of the country. Technology makes it possible to quickly gather, connect, analyze, and share information to differentiate instruction. The reality of budget fluctuations requires flexible planning and resource management. School districts answer both to the needs of the country and to the demands of their local constituents.

Data-driven decision making gives school leaders vision to know what works and how to do better for the benefit of all children and communities.

10 Reasons to Bring Data into the Decision-making Equation Assess the current and future needs of students. Decide what to change. Determine if goals are being met. Engage in continuous school improvement. Identify root causes of problems. Align instruction to standards. Provide personalized instruction for students. Track professional development dollars. Meet accountability provisions of NCLB. Keep constituents informed about progress.