Monitoring and guiding multiple groups of students in face-to-face collaborative work is a demanding task which could possibly be alleviated with the use of a technological assistant in the form of learning analytics. However, it is still unclear whether teachers would indeed trust, understand, and use such analytics in their classroom practice…

Teacher data-driven decision making (DDDM) is a professional practice of great prominence in the current K-12 education system. Moreover, teacher self-efficacy and anxiety around DDDM represent important measurement targets in both research and practice. This study consequently examined the validity, reliability, and invariance of data collected…

The emerging field of data science has brought attention to how we teach statistics and data science (Bargagliotti et al., 2020; Franklin et al., 2007) and prepare the next generation of statistics and data science teachers (Franklin et al., 2013). To realize the full potential of statistics and data science, researchers have also called for using…

This literature review aims to examine the approach given to open science policy in the different studies. The main findings are that the approach given to open science has different aspects: policy framing and its geopolitical aspects are described as an asymmetries replication and epistemic governance tool. The main geopolitical aspects of open…

One way to provide intensive intervention for students with severe and persistent reading difficulties is to use a systematic data-based decision-making process called data-based individualisation (DBI). DBI is a process for identifying needs and aligning them with specialist support. Meta-analyses of DBI studies by university-based researchers…

We study university admissions under a centralized system that uses grades and standardized test scores to match applicants to university programs. In the context of this system, we explore affirmative action policies that seek to narrow the gap between the admission rates of different socio-demographic groups while still accepting students with…

Non-academic factors such as school climate, grit, and growth mindset are receiving much attention in recent education policy and practice. Within this context, this study (N = 425) describes the distribution of U.S. in-service teachers' access to and use of 10 categories of non-academic data. Findings indicate that in-service teachers vary widely…

Gifted students can exhibit extreme variance in both their abilities and their interests, yet they are often treated within schools as one homogeneous, specialized population. "Personalized Learning in Gifted Education" helps educators strengthen their differentiation of both instruction and services for advanced students. This book: (1)…

The problem explored in this study was that the state education agency recommended school board members of low-performing school districts participate in a governance training called student outcomes governance to address student achievement, yet no data suggested the training changed school board members' understanding of how to create policies…

Despite acknowledgement in the data-informed decision making (DIDM) literature that data use is not a purely rational process, there has been little attention paid to the role of values and normative factors that underpin school improvement planning (SIP) processes and little consideration of the inherent evaluative nature of associated activities…

A school in South Carolina developed a strategic plan to implement a professional learning community structure in the school, where teachers work together to evaluate student data to improve instruction. However, teachers at the school did not understand how to use data-driven instructional practices to drive classroom instruction. The purpose of…

This Toolkit presents lessons learned from the process of implementing a new system for collecting student-level work-based learning (WBL) data in high school career and technical education (CTE) programs. As part of a study on career academies and WBL, a research team worked closely with a district CTE office and school staff to design and…

"Leading Thoughtful Conversations about School-by-School Spending Data" is a product of a federally-funded study to support the US Department of Education and the field more broadly to understand what data visualizations work to fuel thoughtful conversation among district and school leaders on financial strategy and management. This…

The purpose of this interview-based qualitative study was to explore how individualized education program (IEP) team members determine least restrictive environment and educational placement. The Individuals with Disabilities Education Act (IDEA) requires students with disabilities to be educated in the least restrictive environment and to the…

Section 487(a)(17) of the Higher Education Act of 1965, as amended (HEA), requires postsecondary schools participating in Title IV programs to annually report data, including data relevant to students' cost of attendance and financial aid and the schools' graduation rates, to the U.S. Department of Education's (Department) Integrated Postsecondary…