Using Data to Improve Schools

Make data work for your school—and for every student Far too often, educators are inundated with data that feels overwhelming, irrelevant, or unhelpful. In Using Data to Improve Schools, nationally recognized expert on school transformation and student achievement Elaine Allensworth offers a framework for understanding the critical properties of data and the tools educators need to focus on the metrics that matter most for student achievement. Rooted in two decades of research on educational policy and practice and real-world success stories from Chicago Public Schools, this groundbreaking guide bridges the gap between theory and practice, helping educators build a culture of data-driven collaboration and success. Topics covered include Common myths and assumptions that divert attention from the data that matter most Guidance on using systems for continuous improvement such as Early Warning Indicator (EWI) and Multi-Tiered Systems of Support (MTSS) Tools to align teachers, families, and staff around a shared vision and strategies that build trust and momentum for sustainable growth Allensworth clearly outlines how schools can improve key performance areas—like attendance, test scores, and graduation rates—by identifying high-impact metrics and fostering a collaborative culture of improvement. By simplifying complex concepts and offering tools for effective collaboration, this guide inspires educators to turn numbers into positive change.

Table of Contents:
ACKNOWLEDGMENTS ABOUT THE AUTHOR INTRODUCTION CHAPTER 1: DESIGNING THE SCHOOL TO REACH YOUR VISION Results With the Right Data Focusing on the Wrong Metrics Improvement Requires Change What Is Evidence-Informed Practice in Education? Data Are the Starting Point to Productive Conversations What the Data Represent Is Most Important Data for Accountability Versus Improvement Using Data to Support Success, Not Add Burden Key Takeaways Reflection Questions CHAPTER 2: SIX KEY PROPERTIES OF DATA Data Are Messy: Reliability and Validity Show Trustworthiness Properties That Make Data Useful for School Improvement How to Get Data on the Properties of Data Key Takeaways Reflection Questions CHAPTER 3: DATA ON STUDENT LEARNING Standardized Test Scores Course Grades and GPAs Key Takeaways Reflection Questions CHAPTER 4: USEFUL DATA FOR STUDENT ENGAGEMENT AND EXPERIENCES IN SCHOOL Data on Student Engagement and Experiences Attendance Student and Teacher Survey Data Classroom Observations Opportunity Structures Key Takeaways Reflection Questions CHAPTER 5: MAKING USE OF DATA: VISION AND GOALS Shared Leadership and Alignment A Compelling Vision Setting Goals Key Takeaway Reflection Questions CHAPTER 6: MAKING USE OF DATA: CONTINUAL IMPROVEMENT Building the Conditions for Student Success: School-Wide and Tier 1 Strategies Supporting Struggling Students: EWI Systems and Tier 2 and 3 Interventions Evaluating Instructional and Program Effectiveness Communication Across the School Community Key Takeaways Reflection Questions CONCLUSION: WHICH DATA FOR WHAT PURPOSE? REFERENCES INDEX

About the Author :
Elaine Allensworth is the Lewis-Sebring Director of the University of Chicago Consortium on Chicago School Research and a research professor at the Crown School of Social Work, where she has conducted research on educational policy and practice for over 25 years. Her research examines factors influencing students’ educational attainment, school leadership, and school improvement. She works with policymakers and practitioners to bridge research and practice, serving on panels, policy commissions, and working groups at the local, state and national levels. Her research on the factors that predict whether students will drop out of high school has shifted the conversation from factors that schools cannot control to factors that schools can influence; school districts across the country have adopted early warning indicator systems based on her research. Her work on school leadership has documented the ways in which organizational structures in schools influence improvements in student achievement. Dr. Allensworth has been the principal investigator on research grants from funders such as the Institute of Education Sciences, the National Science Foundation, and the Bill and Melinda Gates Foundation. She has received a number of awards from the American Educational Research Association for outstanding publications. She holds a doctorate in sociology from Michigan State University and was once a high school teacher.