This research summary provides the key findings and interpretive summary--chapters 3 and 4--from the full report, "Reaching for Improvement: Teacher Evaluation and its Role in Instructional Improvement." The full report contains additional details on the context, methodology, and findings of this study. This document has minor…

State leaders are grappling with generation-defining challenges as they work to fully understand and address the impact of the pandemic on students and communities. As leaders turn their attention to the upcoming school year, data continues to be a critical tool for informing recovery efforts. Data Quality Campaign's (DQC) 2021 public opinion…

Teachers have access to more data than ever before, including summative (state-level), interim (benchmarklevel), and formative (classroom-level) data. Yet research on how often and why teachers use each type of data is scarce. The Nebraska Department of Education partnered with the Regional Educational Laboratory Central to conduct a study of…

Teachers have access to more data than ever before, but comparative research on how often and why teachers use different types of data is scarce. The Nebraska Department of Education identifies summative (state-level), interim (benchmark-level), and formative (classroom-level) assessment data as key measures of student learning. The department…

Schools and districts continue to grapple with problems related to effectively addressing equity. Part of Center for Education Equity's (CEE's) "Exploring Equity Issues" series, this paper provides an overview of how education leaders collect and use data to address questions related to equity, identify the root causes of their problems,…