Despite the widespread adoption of data-based decision making (DBDM) policies in schools around the world, there is limited understanding of how teachers use DBDM in K-12 classrooms and the impact of DBDM training on teacher practices and student outcomes. This scoping review aims to provide an overview of the existing literature on the uses of…

The papers in the special series describe the role of data-based decision-making (DBDM) in improving the outcomes of students with learning disabilities based on research across Germany, the Netherlands, and the United States. The articles address multiple aspects of a model of DBDM that includes the role of teacher knowledge, skills, beliefs, and…

Across OECD countries, the increasing demand for evidence-based policy making has further led governments to design policies jointly with clear measurable objectives, and to define relevant indicators to monitor their achievement. This paper discusses the importance of such indicators in supporting the implementation of education policies.…

This paper studies, using quantitative and qualitative data, the effectivity of a professional development approach in which a national summative assessment is used formatively to stimulate 19 teacher teams in Dutch secondary education to improve their data use for instruction and learning. The approach is based on conceptual similarities between…