Results
The Using Data culture leads to improved student performance in a relatively short time. Many districts have seen measurable gains over one to three years in reading/English/language arts, math, and science, as well as reduced achievement gaps between economic, racial, and special needs groups.
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Clarke County, Las Vegas, Nevada
"The staff at Wendell Williams phoned yesterday screaming. They received their CRT results...all scores, all grade levels, and all subjects went UP!"
Florence Barker, Principal and Data Coach, Cartwright Elementary School, Clark County School District, Nevada
In one year, math problem-solving scores at Katz Elementary improved from 59.9% to 67.5%, reading and math scores at Wendell Williams Elementary improved from 18% to 42%, and the percentage of students at Cartwright Elementary scoring proficient or advanced on the Nevada CRTs improved 16% in third grade and 11% in fifth grade.
Johnson County, Tennessee
"Data used to be a secret. Now everyone uses data."
Teresa Cunningham, Principal, Laurel Elementary School, Johnson County, Tennessee
Canton City, Ohio
"When our middle school mathematics data team received their most recent state achievement test results, they broke into cheers and tears. That's ownership!"
Pam Bernabei-Rorrer, Mathematics and Data Coach, Canton City, Ohio
Math scores improved over three years, allowing high schools to meet AYP in math for the first time and doubling proficiency levels in the middle school.
Colorado Springs, Colorado
View Videos from Colorado Springs"The biggest change is that our school went from a group of individual teachers to a community."
Aileen Dickey, Principal and Data Coach, Wildflower Elementary School, Colorado Springs, Colorado
Math scores improved from 29% to 61% proficiency at Pikes Peak Elementary.
Arizona Rural Systemic Initiative, Mesa, Arizona
"I don't think we can ever go back. Using Data has become a part of our culture."
Mary Ann Wood, Data Coach, Salt River Elementary School, Mesa, Arizona
Reading scores showed gains of 37%-62% at Salt River Elementary, and the percentage of students in the "falls far below" category dropped from 95% in 2001 to 45% in 2005 in eighth-grade math at San Carlos Junior High School.
Schools implementing the Using Data Process narrowed the achievement gaps between students with exceptional needs and general education students in all content areas and grade levels; tripled the percentage of African Americans proficient in middle school mathematics; demonstrated significant and steady gains in mathematics in elementary, middle, and high schools; and cut the failure rate of Native American children in half. These schools are not only experiencing significant and continuous gains in local and state assessments in mathematics, science, and reading, but also changing their culture. Our project evaluators documented increased collaboration and reflection on practice among teachers; frequent and in-depth use of multiple data sources, including high-stakes, formative, and benchmark assessments as well as data about practice; and instructional improvement (Zuman, 2006).