7. Superintendents are using disaggregated data to identify systemwide gaps in student performance (53 percent), to identify schools and school leaders in need of support (52 percent), to evaluate teaching and inform professional development, to monitor progress toward state and federal requirements (49 percent), and to share information with families and the community (43 percent).
8. Ninety-four percent trust that the data their state provides accurately reflects their school’s performance. They use data from their state’s summative assessments in the following ways: to determine with the leadership team what needs to change or improve in their district (66 percent), to inform conversations with their school board (60 percent), to share information with parents and the community (56 percent), and to talk to their principals about their schools (53 percent).
9. Superintendents say they do believe state data could be more useful–99 percent feel this way. In particular, changes that would make data more useful include more useful tools or technology that let them see patterns and changes in their data, data linked across agencies, and more training and ongoing support about how to interpret and use data well.
10. One in four superintendents are still looking for greater access to data. More than half of this group want data from their state on the outcomes of their district’s students after they leave high school.
11. Ninety-one percent of superintendents believe different public agencies should securely share information with each other about students and their families to coordinate services and resources and help support families.
12. Eighty-five percent of superintendents believe schools should securely share information about a student’s academic needs with trusted organizations outside of school.
Related:
Use these 5 learner-centered models to inspire educators
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.