Schools committed to improvement must not only analyze existing data. We, in education, have a history of adopting one innovation after another as they are introduced. Very few of us take the time to understand the needs of the children we serve, the impact that our current processes have on children, the root causes of recurring problems, the solutions to alleviate the problems in the long run, and how to measure and analyze impacts after implementing new approaches. The use of data can make an enormous difference in school reform efforts by improving school processes and student learning. Schools do not ignore data deliberately.
Many schools gather data.
Doing something with the data is sometimes where the barriers begin. Whatever it is that keeps us from assessing our progress and products adequately, we must learn to listen to, observe, and gather data from all sources, so we know where we are going and how we are doing. Taken from Data Analysis for Comprehensive Schoolwide Improvement , by Victoria L. Bernhardt Charting individual students' growth on achievement-level tests allows us to focus on each student's needs and progress. Most researchers suggest that a logical first step in using data is to begin making better use of existing data. A systematic analysis of data that are already being collected can reveal previously unseen patterns and opportunities for improvement.