ABSTRACT
This chapter describes how perceptions work with demographic, student learning, and school process data to help schools determine what needs to change in order to improve learning for all students. Demographic data are powerful components of comprehensive data analysis; however, these data are often overlooked in data analysis. Many schools in the United States believe they are being data driven when they analyze their annual summative student achievement test results-only. Assessing on the Analysis and Use of Perceptions Data continuum helps staffs see where their systems are right now with respect to planning for perceptual data use, using perceptual data effectively, and the results they are getting attributed to the use of perceptual data. Data analysis and its implications are shared with all constituents, and they are proud of their capabilities to assess and improve the learning environment for all students. Perceptions are one of four types of data that are important in continuous school and school district improvement.
