Data Wise, Revised and Expanded Edition

Data Wise, Revised and Expanded Edition A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning.

Edited by Kathryn Parker Boudett, Elizabeth A. City, and Richard J. Murnane
cloth, 280 Pages
Pub. Date: February 2013
ISBN-13: 978-1-61250-522-0
Price: $49.95

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paper, 280 Pages
Pub. Date: February 2013
ISBN-13: 978-1-61250-521-3
Price: $34.00

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Data Wise, Revised and Expanded Edition presents a continuous, sustainable process that allows school leaders to harness classroom metrics to inform educational practice.


Schools that embrace the Data Wise process exemplify the value that true school transformation happens from within the school, not from outside. Systemic, sustainable improvement in student performance is assured when a school makes Data Wise a part of its culture. From a district perspective, supporting our schools in their work with Data Wise is time well spent. — Kathy Rollo, executive director, leadership and professional development, Lubbock Independent School District, Texas

This book provides a great variety of useful ideas and tools for analyzing student achievement data. It serves as a significant resource for school leaders in utilizing data to improve instruction and student achievement. — Gerald N. Tirozzi, former executive director, National Association of Secondary School Principals

The first edition of Data Wise provided educators with a highly useful and understandable way to make sense of data in school districts, schools, and classrooms. Readers of this revised and expanded edition will value the opportunity to discover new ways of thinking about what students should learn, why they should learn it, and how they should be taught. — Tom Payzant, former superintendent, Boston Public Schools, and professor of practice, Harvard Graduate School of Education

Data Wise has been a central ingredient in our school turnaround. The model has helped us take a comprehensive approach to using data to inform instructional practice and provides a framework for all school improvement eff orts. By combining this model with the hard work of an exceptional faculty, our student body has seen some of the largest student achievement gains in Massachusetts and across the nation. — Ben Klompus, BART Charter Public School, Adams, Massachusetts

Demystify that data! A powerful asset to data-driven inquiry and improvement...Data Wise guides schools and school systems through the growth of comprehensive data systems that encompass classroom work samples as well as standardized tests...With a sympathetic understanding of the inevitable limits on staff time, the authors discuss the best ways to structure collaborative faculty time and include protocols to involve faculty and staff in gaining insight from data. — Jill Davidson, Horace

Turning a culture of never using data to data-driven instruction is not an easy feat. Although our school district furthered teachers and administrators with plenty of data sources, teachers needed a framework and a system to utilize data in the most efficient way. By implementing the Data Wise process at the district level, instructional coaches and administrators were able to look at data, classroom practices, and student work effectively. They finally understand the function of data-driven instruction and how that is tied into planning, practices, and student work.” — Beverly Enriquez, director, curriculum and federal programs, Douglas Unified School District, Douglas, Arizona

Data Wise is practical and based on experiences in real schools; therefore, it achieves one of its goals of helping school leaders understand how to use student assessments to improve teaching and learning. . . . Data Wise: A Step-by Step Guide to Using Assessment Results to Improve Teaching and Learning is a nice contribution to how to get assessment data used by those who are leading and teaching in our schools. — Teachers College Record

The step-by-step process described in this invaluable book has helped me engage my faculty in lively, frank, and productive discussions about our student assessment results. Now we are able to make the connections between data and instruction in ways that improve teaching and learning systematically throughout the school. — Janet Palmer Owens, principal, Mason Pilot Elementary School, Boston

The book is well organized and would serve as a great tool for school and district improvement teams. Of special interest to superintendents is the chapter devoted to the role of the central office in becoming data wise. — The School Administrator

For any team of educators needing to implement a coherent instructional plan, to identify the learning needs of every student, and to meet those needs, this book will be very helpful. Th e reviewer believes that if the goal of a school is to review student assessment results to improve teaching and learning, following this book would be beneficial. — Education Review

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About the Editors

Kathryn Parker Boudett is a lecturer on education at HGSE and director of the Data Wise Project, where she works to support a community of educators in developing and using resources for working collaboratively to use data to make real and lasting improvements in teaching and learning. Working with graduate students and teams of educators who enroll in her courses, Kathy enjoys bridging the worlds of research, practice, and policy.

Elizabeth A. City helps educators advance learning for all students through strategy, leadership development, and improvement practices. Liz has served in many roles, including teacher, principal, instructional coach, and consultant. She is currently director of the Doctor of Education Leadership (Ed.L.D.) Program and lecturer on education at the Harvard Graduate School of Education (HGSE).

Richard J. Murnane, an economist, is The Thompson Professor of Education and Society at HGSE and a research associate at the National Bureau of Economic Research. In recent years he has pursued two lines of research. One examines how computer-based technological change has affected skill demands in the U.S. economy, and the other explores how growth in family income inequality in the United States has affected educational opportunities for children from low-income families and the effectiveness of alternative strategies for improving life chances for these children.