The No Child Left Behind Act has increased demand for data-driven instruction and data-driven decisions. But making good instructional or policy decisions based on data means administrators, teachers, and other staff members must have access to the data they need and must know how to analyze the data and use it effectively. The new issue of SEDL Letter examines these issues. It looks at a recent research study about state data available in four states and includes an article by school improvement consultant Mike Schmoker on how school staffs can take simple first steps in learning to analyze data effectively....
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