Data-Driven Decision-Making

According to a Recent Study…

With the dearth of vetted high school research and research-based interventions, it is important that high school educators acquire skills in determining the rigor of emerging research and that education media writers do a thorough job of fact-checking before quoting from sources that invoke a new “study” or “research report”. For example, several education and news media outlets recently reported “high schoolers less interested in STEM degrees, study says“[1].

Longitudinal Data Add to High School Improvement

Since 2005, the U.S. Department of Education’s Institute of Education Sciences (IES) has awarded more than $400 million in discretionary grants to 41 states and the District of Columbia to help state education agencies design, develop, and implement state longitudinal data systems (SLDSs).