Closing out the year with actions
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Each December, DQC looks back at our research from the year to produce Time to Act—an annual wrap-up of the current state of education data use.
This year, one big theme emerged: disconnects.
In 2021, education disruptions left families, educators, and policymakers with many new questions about student learning, such as “what barriers did different groups of students face?” In our first blog post ([link removed]) , Kristina Podesta highlights how existing data can’t answer all these new questions.
So what steps can state policymakers take to bridge the gap between stakeholders’ new questions and the information they need to take action? Read Time To Act: Part I ([link removed])
In our second blog post ([link removed]) , Allie Ball reflects on results from our national polling, which found a disconnect between principals and teachers about school-level support for data use—including the value and purpose of assessments.
What should policymakers do to ensure teachers feel supported to make data a useful tool in schools? Read Time To Act: Part II ([link removed])
Finally, while many districts are still struggling with day-to-day operations since reopening, state and federal policymakers are turning their attention to longer-term recovery efforts. Each of these short-term and student-level priorities are critical to supporting students and schools. But each priority requires different data and actions. In our final blog post ([link removed]) , Fata Karva answers the question:
How can state and district leaders help coordinate differing priorities across levels of government? Read Time To Act: Part III ([link removed])
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