ABSTRACT
Chapter Six shares how educators in these four urban high schools employed rigorous systems for using data to identify programs that fit the particular needs of the students served. They collected, monitored, and acted upon a wide array of data (e.g., attendance data, discipline, common formative assessment data, benchmark or quarterly assessments, graduation rates, college acceptance rates, college matriculation rates) in ways that helped ensure that Latino students were likely to succeed. In particular, educators used data to 1) measure individual student learning and progress; 2) create targeted interventions; 3) drive instruction and curriculum development; 4) measure program effectiveness; 5) promote accountability; and 6) allocate resources. Examples of these six core data-use practices are described to illuminate how these practices helped teachers more deeply understand their practice—what is working, what can be improved, and what to examine next. A self-assessment tool is provided.
