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Data analysis reveals keys to student success

The Hechinger Report – Tara García Mathewson

“Many schools and districts collect even more data than Trilogy has. With the right analysis, teachers and administrators can discover similar correlations between things like student support and course completion. The problem, as Chou sees it, is disagreement over what outcome is most important. At Trilogy, it’s graduation and eventual job placement. But in K-12 schools, educators can choose to focus on student mastery of more than 100 different standards, student performance on a range of assessments, graduation rates, college-going rates, and on and on.” (more)

State of K–12 IT Survey Highlights Cloud Technology and Security [#Infographic]

Ed Tech Magazine – Eli Zimmerman

“Cloud migration and cybersecurity solutions are two important areas for K–12 schools looking to upgrade their IT infrastructure, according to a survey conducted by nonprofit organization Project Tomorrow. Eighty percent of K–12 districts are using cloud-based software to improve everything from classroom collaboration and administrative tasks to phone systems.” (more)

Data Was Supposed to Fix the U.S. Education System. Here’s Why It Hasn’t.

Harvard Business Review – Simon Rodberg

“For too long, the American education system failed too many kids, including far too many poor kids and kids of color, without enough public notice or accountability. To combat this, leaders of all political persuasions championed the use of testing to measure progress and drive better results. Measurement has become so common that in school districts from coast to coast you can now find calendars marked “Data Days,” when teachers are expected to spend time not on teaching, but on analyzing data like end-of-year and mid-year exams, interim assessments, science and social studies and teacher-created and computer-adaptive tests, surveys, attendance and behavior notes. It’s been this way for more than 30 years, and it’s time to try a different approach.” (more)

Ross: Data Is Key to Helping Teachers Improve — & Dismissing Them, When Needed. States Must Use It in Evaluating Educators

The 74 Million – Elizabeth Ross

“A recent investigation by The 74 sheds important light on the tiny number of teachers in New York City’s public schools who lose their jobs for incompetence. While New York has earned “best practice” status for its strong dismissal policy in the National Council on Teacher Quality’s biannual review of all 50 states’ teacher policies, New York City dismissed a shockingly small percentage — less than one-quarter of 1 percent — of its 58,000 tenured teachers during a recent 16-month period.” (more)

How Transparent is School Data When Parents Can’t Find it or Understand it?

KQED News Mind/Shift – Jenny Abamu

“Data has become particularly relevant for parents whose children attend low-performing schools. It can answer questions about school safety, disciplinary actions taken against certain student groups, graduation rates, attendance and academic performance. Several parents with children in low-performing schools view a child’s academic struggles as an individual responsibility — their child’s fault, or their own — but access to and understanding of school data can help them identify broader problems. For example, is only their child reading below grade-level or are a majority of the students? With better understanding, they can take action — invest in a tutor if the problem is isolated, for example, or demand that their district spend more on reading programs if the issue is widespread.” (more)