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December 2008/January 2009 | Volume 66 | Number 4
Data: Now What? Pages 70-74

Issue Table of Contents | Read Article Abstract

Measuring What Matters

Mike Schmoker

Schools must collect data that serve a 21st-century agenda. A consortium of New York schools shows how.

Data-driven decision making is here to stay. Throughout the last decade, educators have come to embrace data as an indispensable tool for school improvement. Like our colleagues in industry and medicine, teachers have learned that data help us identify priorities for improvement. When schools formally measure and publicize their weaknesses, addressing problem areas acquires new urgency.

The marriage between the data-driven movement and No Child Left Behind instigated many positive actions, especially on behalf of low-performing subgroups. As Tom Peters (1987) wrote two decades ago, "What gets measured gets done." But data-based reform has also had less happy consequences. In many schools, it has morphed into an unintended obstacle to both effective instruction and an intellectually rich, forward-looking education.

 

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Copyright © 2008 by Association for Supervision and Curriculum Development

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