Using Data for Equity and Excellence

Data-informed decision making has played an increasingly important role in district improvement strategies. But “lagging indicators” like test scores are not enough; “leading indicators” are needed to identify struggling students in time to put supports and interventions in place.

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Nicole Mirra and John Rogers

Allocated classroom time is not the same as time available for learning – a host of economic and social stressors undermine learning time in schools serving low-income students.

includes video
by
Jacob Mishook

As schools and districts face new, higher national expectations for college readiness, they must develop better ways of identifying students who are struggling and connect them to supports. 

by
Shane Hall

With college readiness at the center of district priorities, Dallas has made strides in measuring and understanding the role that schools play in students’ knowledge of how to navigate the college experience.

by
Jared Carrano

A district-like school support network in New York City is expanding its academic preparedness indicator and support system to include indicators for academic tenacity.

by
Peter Lavorini

Pittsburgh is using its college readiness indicator system to focus on the most useful information to monitor and the most effective way to analyze it to help students stay on track. 

by
Lambrina Kless

San Jose has integrated a college readiness indicator system into its strategic plan with the goal of ensuring that all its graduates leave the district prepared to fully participate in a global society. 

by
Lucy Keaton

Engaged families and community members, along with culturally competent and data-savvy teachers and principals, are key goals in a district with a burgeoning English language learner population.

by
Matthew Hewitson, Mary Martinez, and Emalie McGinnis

In San Jose, the principals of an elementary, middle, and high school in the same feeder cluster share data and align their indicators and supports to create K–12 college readiness pipeline.

by
Jamie Alter, Shane Hall, and Marcy Lauck

College readiness for all young people requires support from the district for all its schools to make sure their students are prepared academically and know what they need to do to enter, pay for, and succeed in college.

by
Rebecca E. Gomez

Over the past decade, there has been increased recognition of the short- and long-term benefits of high-quality early childhood education programs, but the systems needed to sustain these benefits throughout early learning transitions (and beyond) have not yet been fully implemented.