"The real strength in using a data driven decision making process for school improvement is that numbers are objective. The data just don't lie."
Do you agree or disagree with the statement above? Why or why not?
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42 comments:
I agree with the statement above, to a degree. Being able to show the data and allow self interpretation can be powerful. This is a vital piece of data driven decision making. This takes your personal biases and opinions out of the conversation and allows focus on the numbers and what they “say”. I do, however, think there is an exception to every rule.
I wholeheartedly disagree with this statement. The notion seems too absolute, and to a certain extent, I might contend that there are other factors which could easily influence the numbers on any given occasion. Establishing sound relationships with students, staff, and beyond involves personal relevance, not the application of a number.
I disagree with the statement to the extent that it may support relying on information from student performance on achievement tests to make decisions that impact the future of specific programs and positions in schools. Test scores can be influenced by a variety of environmental factors. Data is just one piece of a "body of information" that should be considered when planning for school improvement.
I disagree with the statement because the statement itself is subjective and general. The data does not show all of the factors that influence a student's performance which directly affects the data shown. I do support using data to help aid in driving decision making for school improvement but it would only be one factor and I would use other measuring guides within the school.
In re-thinking my original stance, I now admit that using the data as a "tool" in school improvement is indeed a strength. However, the objectivity of data is not absolute and therefore cannot be relied upon so strongly, as the statement seems to insinuate.
If I have to choose agree or disagree, I would disagree. Data itself is objective, but the inputs which create the data are not. Results on a test come from questions that were put together by people. These people have cultural capital that may influence the objectiveness of each question. There are just too many factors that play into the resulting data to use them exclusively.
I agree to extent because you have to be able to sort through some of the data due to the fact that some data is irrelevant to the demographics of the students that he or she may be working with. I belive that data is good but has to be used properly to benefit schools.
Data is a good thing to help guide instruction. I don't know how it is for secondary students, but a lot of elementary students don't know how to take tests. We have given our students a standardized, multiple choice, test and they bomb it. We can give an assesment on the same material where they can explain their thoughts and get so much more about what they are thinking. To quote a great professor, "It all depends."
Data is an important in making decisions about school improvement. It is important to use data to make judgments and decisions for school improvement. It is also important to examine the source of the data. Some data may be more honest than other data. The validity of the source of the data must be considered before the data is used to make decisions.
Data is not the only source to direct school improvement initiatives. So I would have to disagree with the statement. You can use some aspects of data as a foundation, but the reality of invalid, inconsistent, or questionable data is present in schools. Variety of sources must be analyzed and used because not all data is measurable.
I really like the way CRD (Cory?) phrased his comment: "Data itself is objective, but the inputs which create the data are not." I agree with that. I think that the data itself is objective, but there is a lot of human subjectivity involved in the collection and interpretation of that data. The data might not lie, but if we put words in data's mouth(s?), we're going to make some misjudgements. That being said, I think that it is important to collect data to inform your decisions, rather than just arbitrarily deciding to do things a certain way. But there are lots of forms that data can take and lots of methods to collect it, and it's important to be purposeful and careful in its evaluation.
Using numbers to drive school improvement can also harm a school's vision. A school can begin implementing programs to help it's lower achieving students. When the test scores/data starts improving the money that was used to fund those programs can be taken away. This causes the school leader to drop the program or get creative to find funding to keep those programs in place
I believe that based on some of the comments already put that we have to be careful with how we interpret data. We could actually do more harm than good if we make poor decisions. Sarits said it best when she said scores can be influenced by a bunch of different environmental factors, and we don't take these into account we can hurt our school.
I think data given by others, (agencies, state dept. etc..)should be the springboards from which we create our own data. Most data handed down can be interpreted in many ways. It is at this point that we ask WHY are these numbers the way they are. We can then create our own data driven methods of assessing that question.
I think we also need to think about the idea that data does not automatically mean test scores. The source of the data must be considered when data is being analyzed. Data is also simply examining information. There is formal as well as informal data. What kind of weight is put on each source of data impacts the overall picture of the school.
To an extent I agree with this statement. I do think that numebrs are objective depending on where the numbers came from. I disagree with this statement because I don't necessarily think that numbers taken from test scores are objective. I think that they can be and need to be an instructional tool for guiding instruction, but there are many factors that play into those numbers that should be taken into consideration. I believe that administrators should take the data that they are given and should use it to guide their school improvement initiatives, but at the same time, they need to realize that sometimes numbers do lie!
I like what Kendra said about being able to show the data and knowing how to use it. It has personally helped me when looking at test scores. They are a vital piece of my decision making process as a teacher within my own classroom. Being able to interpret the data is a powerful tool. I still don't think that all numbers are subjective, though! However, at times, they are a way to guide instruction.
I disagree with the statements that "numbers are objective" and that "data does not lie". I do believe that it is necessary to use data when making decisions for school improvement, but it should not be the only factor taken into consideration. The source and validity of the data should be examined and used along with other resources when making decisions about school improvement.
Steve's first post made reference to examining the source of the data. That is an important factor to consider as we seek to improve our schools. Collecting data from a variety of sources (some outside of the district as well as inside) may provide a more complete or holistic view of a particular school.
I disagree with the quote because I feel the “real strength” in using a D3M process is not “that numbers are objective,” but the real strength collectively lies within the continuous analysis of the data, the decisions made using the data and method of execution of those decisions stated in the school improvement plan. As stated by some of my other colleagues, data is not the sole or absolute factor that drives the D3M process. It encompasses many other factors that have to be analyzed and evaluated in conjunction with the data.
I'm hearing a lot of hedging. "Yes, data may be important, but we have to consider other factors when making decisions." "There are many factors that play into the data we receive, especially testing data."
So should we ignore data? Why? If we shouldn't ignore data, which data should we focus on? Why? What "other factors" should we consider or recognize?
Bottom line, as an administrator you're going to be given data and told to use it, or you're going to be asked to generate data and make decisions based on it. Administrators rarely get to hedge.
Kimberly brought up a good point, we probably need to sign our names at the bottom of the post so you know who to give credit to. I understand Dr. Grahams post, but I think the point most people are trying to make is it shouldn't be the only factor in decision making. I definately think it is a valuable source of information which can be used in conjunction with other factors. With a finance background I have seen there are just too many ways you can manipulate data to get the results you want, think politics what does a balanced budget really mean?
Cory Draughon
I agree that the data is objective but I question whether that is enough information to determine a reform path. At the heart of a school are people and people are not objectively defined by numbers. I feel that a disservice is being done if data is the sole determination in reform.
I agree with Cory when he said that we are all wanting to use things that are in addition to data not that we will ignore the data. I realize more and more that an administrator must use finesse in determining paths of reform. It is ultimately about the kids and we must keep that in mind.
Lisa Bair
If you are an administrator handed data and told to use it, the ability to understand the data to the point that you can manipulate it(Cory's example), can certainly give you an advantage. If I'm told that my drop-out numbers are to high and we need to do something about them, I am at an advantage if I can find a reason the numbers "appear" high. Hopefully, if I'm that good at analyzing data, I can also find the real reasons for my drop-outs. I think being data driven is great for people who are great at using the data.
I don't think we should ignore data, but we have to see if the test are interrelated with other factors. Then our decisions should be based on the overall data and the interrelated components. Change non measurable factors that have been investigated and you can improve the measurable data which is the basis for the school improvement plan.
After reading the opinion of everyone else I see where using data alone may be a problem. I do, however, still feel the numbers in data driven decision-making is powerful!
I think that it's impossible to make a decision on how we will use data in general, because it really DOES all depend. I am prepared not to hedge if confronted with a specific example, but each situation is different. For example, I feel that the DPS science benchmark (at least for fourth grade) has, in the past, tested the memorization of the details from the DPS science kits rather than the big ideas and concepts of the unit. You could have a teacher who is doing a great job teaching students about Animals and Adaptations without relying on the kit, and students who really learned a lot about those topics, but didn't necessarily observe the animals included in the kit and therefore can't answer correctly when asked if a male fiddler crab has a bigger right claw, left claw, or neither. Now, if that teacher's students didn't do well on the benchmark, I would certainly want to know what s/he was teaching and see evidence of student learning, but it would be a mistake to let that data determine that the teacher isn't doing his or her job. Of course, sometimes that would be the appropriate conclusion. So I think that as an administrator, you have the advantage of knowing the teachers, the students, and the context, and you can draw conclusions that we might not be able to draw as outsiders who are only looking at numbers.
Data is clearly a valuable tool that should be used to guide the school improvement process. As others have mentioned, there are flaws when solely using data to make decisions. Data from standardized tests, teacher working conditions surveys, teacher observations, etc. must be carefully analyzed. Test and survey questions often have unclear wording or bias built into the testing instruments. For example, last week during our grade level meetings we were reviewing the results of our school’s teacher working conditions survey. The statement about the amount of teacher planning time was flagged because a large number of staff members stated they did not have an adequate amount of planning time. While discussing this item it became apparent some teachers considered bi-weekly grade level curriculum mapping meetings as planning time while other did not when answering this item. Data needs to be used to drive decisions; however reflection, discussion, and analysis of the data must occur to gain a true understating of what the numbers represent.
Today's high stakes testing places an incredible emphasis on testing results showing student achievement and growth. While not telling the entire story, the data provided by these standardized tests allows students, parents, educators, and curious personnel to see an indication of the quality of education that exists within a school site. These numbers do not lie, and while they may not tell the whole story, they provide everyone with specific, measurable, non-judgemental data. As educators, it becomes our responsibility to identify and interpret the multitude of data received on our students, and utilize that information to drive home effective personalized student instruction.
As teachers we must identify areas of need for our students and do our best to help overcome their obstacles in that area. How else can we identify those troublesome areas without the use of data?
Steve stated earlier, "I think we also need to think about the idea that data does not automatically mean test scores." I have seen teachers who use a 5x5 grid for their warmup each week. Questions are sequenced according to either an objective or taxonomic level between numbers one through five. At the end of each week, the teacher looks down each column and is able to indentify areas where students showed strengths, and areas that need to be retaught. This quick and dirty data report efficiently communicates to teachers how effective they are in their classrooms. As future administrators we must find ways to make teachers reflective so that they can become self-dependent and determine their own efficacy within the confines of their classroom walls.
I don’t think that we should ever ignore the data that we are given or that we generate. However, it is imperative that we use it to ensure that lasting improvements are achieved and not just changes in the appearance of the numbers. For example, if the data showed an increase in the school drop out rate, we could simply change the criteria for what constitutes a drop out without ever even addressing the true issues of why students are dropping out, which still does not result in true improvement. This would be yet another example of how data can be manipulated as Cory stated. The “other factors” that could be used would depend on the issues in which we are confronted with and the resources we have available.
Mechele Croom
Since administrators are constantly given copious amounts of data and mandated to make decisions based on data, it is important to identify key areas as focal points for change. Personally, I think individual student test scores are key areas to focus on because the data can identify which students need remediation and extra support throughout the year. Besides data another key factor to consider is the overall school morale. Teacher and student satisfaction is a key tool in measuring the effectiveness of a school. When using data to make decisions it is imperative to look for patterns over time.
As a person that enjoys numbers, I love data. However, I disagree with the statement because just like some have stated previously, there are many factors that can affect data and therefore school improvement planning solely on data is sometimes very dangerous.
With that said....I do believe that data taken over a couple of years is extremely helpful in creating a good school improvement plan. In my opinion, the more data the better.
While data is a powerful tool in making decisions and plans for school improvement, it is only one of many tools in a tool box. In fact, I feel like relying completely on data has become a problem within schools. We meet to generate School Improvements Plans based purely on numbers but we fail to look at the interrelated problems that might cause low scores like students missing vital pieces of the curriculum in previous grades or ill planned testing days. There is show much more than looking at data.
I agree with what Kimberly said about allowing data to inform schools with their decisions instead of allowing the data to be the deciding factors. Data is extremely important and because of it being objective to a certain point; and I say this because once we as humans begin to analyze, the objectiveness is lost. But we do need data, it is key in seeing the needs in our schools. It might not show the really problems but starting points.
The data is one factor in making good decisions about school improvement. The data varies and displays many parts of a school (demographics, testing, ELL and many more topics). In my head, I am concerned with the testing data and reliability. I would like to know how the data would be measured and valued as reliable in certain cases. Is the data measured accurately when comparing years?
For example, the Civics and Economics EOC in Alamance County for the past several years has not counted students who failed the EOC the first time and retest and passed the EOC on the second time around. Their original scores were were posted as the school's averages. This year, schools will be allowed to add the retested scores to their school average. Now, the question is, how can administrators compare last years scores to this years scores? How would schools accurately display improvement since most schools would improve? What about renorming tests, how would schools be judged in those cases?
In response to Dr. Graham’s latter statement: as school administrators, we do not ignore data. According to Dr. Victoria Bernhardt, author of the article: “Continuous Improvement: It takes more than test scores,” we must also gather and analyze data that focus on the student achievement as well as other types of data such as demographic, perceptional, and school process data. By studying this type of data separately and combined, we discover information about the school’s current conditions and how what needs to be done to improve them. Another important factor in the data driven decision making process is the shared vision and leadership of the school’s administrators, teachers, parents and students. This united front ensures a continuum of learning and provides students with a structure to increase their achievement.
I agree with the statement and believe that purposeful data can pinpoint areas in need of improvement and can help get to the cause of the probelms.
It all depends.
"The devil can cite scripture to his purpose," and data can be used for equally nefarious purposes; however, it is a vital component of school reform and responsive school management in a time where schools and students are judged on their data. Indeed, it is more now the Age of Accountability than Aquarius and, to ignore or discount data is to do a damning disservice to all stakeholders.
It is important for an administrator to gather as much quantitative, qualitative, subjective, "objective" and otherwise -tive data as possible on the school--teachers, students, administrators, community members--and then effectively use the data for individual and collective analysis and discussion surrounding ways it can be used for targetted improvement.
A brief compilation of Greatest Hits:
I think being data driven is great for people who are great at using the data.
Data itself is objective, but the inputs which create the data are not.
As educators, it becomes our responsibility to identify and interpret the multitude of data received on our students, and utilize that information to drive home effective personalized student instruction.
Administrators rarely get to hedge.
By studying this type of data separately and combined, we discover information about the school’s current conditions and how what needs to be done to improve them.
These comments, and the others of my esteemed colleagues (y'all) lead me to the following conclusions:
1. I want to find the ethical line and re-write the data. I want to manipulate my data to make my school look good and need to get better at managing the data so that I can create the data-profile for my school that will allow me to get the real work done without interference (which will often be conducted using data).
2. I will need to sacrifice even more of what will be a non-existent life as an administrator, to stay up nights staring at data, if I think that I am the only one who can effectively analyze the data. I must be able to coach the entire staff (and be coached) into effective practices for collecting, analyzing and employing data for local decision-making.
3. Data makes school administration more cumbersome, less based on my gut (which I am so comfortable with), but potentially more responsive. I want to think that I know the people that I am responsible for better than a computer printout, and I'm scared that I am wrong.
4. If I was to meet "Data" I would say to him/her, "Data, no matter what those other people say about you, I still like you."--even though I hate his/her guts.
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