全球智库信息集成服务系统

Teachers receive support for data use, have limited access to advanced data

• Most teachers had access to student attendance and grade data; many had access to standardized test scores by student and grade.
• Fewer than half of teachers had access to students' cumulative records (e.g., disciplinary history, course enrollment) or to links between student assessment results and instructional resources tailored to student learning needs.
• Eighty-three percent of teachers reported having received some type of support with using student data.
• The three most commonly reported supports are principal encouragement for using data in instructional decisionmaking (64 percent), professional development on data-driven decisionmaking offered at a school (59 percent), and support from school/district data staff or a consultant skilled in data analysis (45 percent).