As an educator of two years now, I have seen first hand the wave of data driven instruction that has primarily been implemented in large cities and dangerously low-performing schools across the country. Whether educators love it or hate it, its on its way nation-wide. It is no longer an issue of “if” its coming, but rather “when” its coming.
As a state, we need to assure that we are ahead of the data driven tsunami that is about to land across the nation. Our newest Secretary of Education (Arne Duncan) was the CEO of Chicago Public Schools (CPS) prior to joining the Obama Administration. He proved to be very aggressive regarding the integration of data-driven instruction within all his schools in Chicago. And his predecessor, is even more of staunch “numbers man.” Nonetheless, nearly across the board, schools that properly implemented data driven strategies saw substantive results. According to Duncan’s official department biography, “during his tenure as CEO, an all-time high of 66.7 percent of the district’s elementary school students met or exceeded state reading standards, and their math scores also reached a record high, with 70.6 percent meeting or exceeding the state’s standards.”
The idea behind this form of instruction is that students are continuously assessed to gauge mastery. More than just the mastery or overall score of a test, it breaks a test or assessment down by State Standards or individual questions. If on a test, 80% of my students correctly responded to a question—- I know I can move on. As an educator, I can be more purposeful and strategic about my lessons and approaches. If most of my students do poorly on an assessment, it enables me to strategically target the students and sorts of questions that caused the low scores. It has served other useful purposes. It is a phenominal route to show kids and thier parents progress or lack thereof in the numbers. (more…)