{"id":3332,"date":"2013-07-30T08:17:07","date_gmt":"2013-07-30T12:17:07","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=3332"},"modified":"2013-07-30T08:17:07","modified_gmt":"2013-07-30T12:17:07","slug":"report-explores-opportunities-to-promote-data-in-classrooms","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/report-explores-opportunities-to-promote-data-in-classrooms\/","title":{"rendered":"Report Explores Opportunities to Promote Data in Classrooms"},"content":{"rendered":"

\"ed<\/a>A new report from Ed Money Watch<\/a> explores the use of student achievement data to improve classroom instruction. The paper, Promoting Data in the Classroom: Innovative State Models and Missed Opportunities<\/i><\/a>, highlights examples from two states, Oregon and Delaware, of federally funded, state-driven efforts to equip teachers with the tools they need to utilize student data.<\/p>\n

The No Child Left Behind Act launched a decade of development in state educational data systems, and since its passage, states and school districts have produced reams of student achievement data each year. However, unless teachers are able to capture those and other data and utilize them in the classroom to ensure each student\u2019s needs are met, they are of little value to school officials or students.<\/p>\n

This report from the New America Foundation<\/a> offers federal policymakers a view into two states\u2019 federally funded efforts to implement data systems that work for teachers. It also provides states with a glimpse of the challenges and successes each state reached throughout the implementation of their projects, and explores the federal policy implications of each project.<\/p>\n

The report includes:<\/p>\n