Read the latest research behind the learning module: Using Data to Assess and Inform School Change.
- College Board. (2011). College-Bound seniors reports. These reports present data of high school graduate SAT examines of the latest graduating year. They help educators study changes over time of the characteristics of examinees, interpret scores of individual examinees with context of aggregated data (i.e. race and gender), and look at educational and demographic changes in this examinee population and also changes in test performance
- College Board. (2012). AP Program Participation and Performance Data.
Program compiles a vast amount of data each year on AP Exam participation, performance and volume that can be used to compare and contrast exam-takers worldwide. Available in both PDF and Excel formats, the reports include detailed data separated into a number of categories that can be used to evaluate relative performance during a single school year or over a span of years.
These data also show how participation in the AP Program has grown, which exams are taken by the greatest number of students, which states have increased the number of students taking AP Exams, which colleges receive the greatest number of AP Exam scores and much more.
- College Board. (2012). AP Report to the Nation. New York, NY: Author.
- Contreras, Frances; Flores-Ragade, Adrianna; Lee, Jr., John Michael & McGuire, Keon M. (2011). The College Completion Agenda: 2011 Progress Reports (Latino Edition). New York, NY: College Board Advocacy & Policy Center.
- Jones, Tiffany; Bensimon, Estela Mara; Dowd, Alicia C. & McNair, Tia Brown. (2011). Using data and inquiry to build equity-focused college-going cultures: Findings and insights from the student success toolkit demonstration project at two Boston public high schools. Washington, DC: National College Access Network.
- Lee, Jr. John Michael; Edwards, Kelcey; Menson, Roxanna; & Rawls, Anita. (2011). The college completion agenda: 2011 progress report. New York, NY: College Board Advocacy & Policy Center.
- College Board. (2012). PSAT/NMSQT Data & Reports. These reports summarize the characteristics, scores, and educational plans of the sophomores and juniors who took the exam.
- Bell McKenzie, Kathryn & Skrla, Linda. (2011). Using equity audits in the classroom to reach and teach all students. Thousand Oaks, CA: Corwin.
Help teachers learn new strategies and tools for raising student achievement for all children, including those with diverse needs. Every chapter of this easy-to-read and content-rich text contains a wealth of assessment and discussion tools that guide educators to greater equity and excellence. Corwin Press. 2011. 128 pp.
- Corwin Press & Ontario Principals’ Council. (2009). The principal as data-driven leader. Leading student achievement series. Thousand Oaks, CA: Corwin.
This practical guide, part of the Leading Student Achievement series, helps school leaders use evidence to shape, revise, and assess instructional reform. With a proven process for demonstrating and communicating accountability and school improvements the focus is on realistic solutions to specific educational issues through the use of brainstorming templates, case studies, and planning forms. Corwin Press. 2009. 160 pp.
- Johnson, Ruth S.; Avelar La Salle, Robin. (2010). Data strategies to uncover and eliminate hidden inequities: The wallpaper effect. Thousand Oaks, CA: Corwin.
Sstandardized test scores and other outcome-based data are useful tools, but they don’t address the hidden factors that contribute to the achievement gap and chronic low school performance. The authors illustrate how data from nontraditional sources—disciplinary policies, teacher attendance, special education referrals, and more—can be used to uncover and eliminate systemic inequities. Corwin Press. 2010. 312 pp.
- Hartzman, Marlene & Mero, Dianne. (May 2010). Tefft Middle School: Accountability and performance. Principal Leadership, v10 n9 p70-74.
- Hartzman, Marlene & Mero, Dianne. (May 2010). Mater Academy Charter Middle School: Consistent expectations. Principal Leadership, v10 n9 p32-36.
A clear instructional focus in every classroom makes learning goals explicit to students.
- Hartzman, Marlene & Mero, Dianne. (May 2010). San Diego Met High School: Personalization as a foundation. Principal Leadership, v10 n9 p58-62.
Advisories are the core of the school, and teachers stay with students for four years.
- Protheroe, Nancy. (September 2009). Developing a system for effective data use. Principals Research Review, v4 n5. (NASSP member only resource)
- Protheroe, Nancy. (July 2009). Using data to reduce the drop-out rate. Principals Research Review, v4 n4. (NASSP member only resource)
- Stepanek, Jennifer; Barton, Rhonda; & Krasnoff, Basha. (September, 2011). Creating a school culture that supports data-based instructional decision making. Principals Research Review, v6 n5. (NASSP member only resource)