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This 4 page paper is a critical summary of the article "Involving Teachers in Data-Driven Decision Making." Bibliography lists 1 source.
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4 pages (~225 words per page)
File: D0_HVInvTch.rtf
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student data. The "No Child Left Behind" Act, for instance, measures school performance by student achievement, but this type of data is not always available in a form that is
easy to find or manipulate. Because of the awkward handling of some of this information, it is not readily available for teachers to use in the classroom to help with
instruction. However, new computer technology is now available that will help the entire process and allow teachers to be more effective and to "engage in the informed reflection necessary to
improve classroom practice" (Wayman, 2005, p. 295). The article is a discussion of these new systems and the ways in which they teachers can use them to enhance many aspects
of the teaching experience. There is a fundamental disconnect here that needs to be addressed, and Wayman does so in the beginning of the article. He points out that "[S]tate
educational agencies, school districts, and other educational entities have collected and stored large amounts of student data for years" (Wayman, 2005, p. 296). Despite this vast collection of information, the
data is not used to "inform and improve educational practice"; it seems to be mostly a record keeping function (Wayman, 2005, p. 296). Wayman argues that despite having a great
deal of data at their fingertips, schools were in fact "information poor because the vast amounts of available data they had were often stored in ways that were inaccessible to
most practitioners" (Wayman, 2005, p. 296). That is now changing, thanks to the arrival on the market of new technologies that "provide fast, efficient organization and delivery of data" (Wayman,
2005, p. 296). These new systems not only provide organized data, they "also offer user-friendly interfaces that allow data analysis and presentation by all users, regardless of technological experience" (Wayman,
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