April 1, 2005
The research reported here addresses the need for educational practitioners to use data-driven instructional decision-making in the wake of the accountability pressures created by NCLB. A theoretical framework for the transformation of data to information an finally to knowledge is outlined. Three technology-based applications - handheld diagnostic assessments, a paper and web-based reporting system, and a data warehouse - are studied to examine practitioners at various levels of school systems use data to make informed decisions. Findings are analyzed from a systemic perspective and applied in an attempt to validate the theoretical model. Implications are drawn for the transformation of data into effective and meaningful decisions.