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"Even after decades of accountability pressures, teachers still struggle with using data to inform instructional practice, often because they receive inadequate data-related professional learning."

Jeffrey Wayman, Ph.D
Teacher Needs for Data-Related Professional Learning. Wayman & Jimerson, 2014.

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Available Fall 2015—Using Data for Meaningful Classroom Change : An Online Course
TERC has transitioned our successful Using Data For Meaningful Change online course to a new platform with updated content and fresh perspectives on best practices related to data literacy and continuous improvement. Using Data For Meaningful Classroom Change targets classroom-level, data-informed decision-making to improve teaching and learning.

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Causal Analysis: Missing Piece of the Data Puzzle? Appears in newest issue of SEEN (SouthEast Education Network) Magazine Spring 2015, Issue 17.1. Read how savvy teachers systematically dig into the “why-why-why” with achievement data to find effective ways to improve their practice and student learning. Free templates, how-tos, and resource links. More >>

Using Data in Efforts to Transform Teaching and Learning. More>>

Rural school visit demonstrates impact of effective use of classroom data.
Members of the Oklahoma Rural Schools Research Alliance, as well as 18 teachers and principals from Byng Public Schools, attended Using Data workshops in August and September 2014 to learn about the effective use of data to inform classroom instruction. More >>

District Leaders Must Model & Support a Successful Data Literacy Culture. More >>

Data Quality Campaign's Rebecca Shah shares insights about "How Educators Use Data: TERC’s 4-Step Process." Read more and subscribe to our blog>>

TERC's Using Data: Partner in New National Data Center Initiative at WestEd. More >>