Data-Driven Instructional Decision-Making Using Technology-Based Tools

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.


Daniel Light
Margaret Honey
Ellen Mandinach
Cricket Heinze
Hannah Nudell