Use of Quality Data to Drive Instruction
The use of quality data to drive instructional decisions can lead to improved student performance (Wayman, 2005); (Wayman, Cho, & Johnston, 2007); (Wohlstetter, Datnow, & Park, 2008). This Critical Success Factor (CSF) emphasizes effective use of multiple sources of disaggregated data. However, it is not necessarily the amount of data utilized to make decisions to improve instruction and learning, but rather how the information is used (Hamilton, et al., 2009). An essential use of both summative and formative data that can improve academic achievement is for teachers to create regular opportunities to share data with individual students (Black & Williams, 2005). Therefore, it is not only the use of data to drive instructional decision-making that is significant, but also the ongoing communication of data with others that provides the greatest opportunity for data to have a positive impact on student learning outcomes.