Analyze and Respond to Data

While efforts to collect and analyze data in schools have become more widespread, many schools are not using data regularly or effectively to inform instruction and boost student achievement. One possible reason is that collecting, analyzing and responding to data takes time. With an expanded schedule, teachers and administrators can engage in regular and in-depth discussions about data without sacrificing student learning time. Having the time to assess student learning and then analyze and respond to assessment data means teachers can improve or modify instruction based on student needs, identify students for targeted support, set academic priorities and share instructional practices that are proving effective.

Related Resources

Framework Data Cycles
Word Document

Cycle of Inquiry

Promising Practice 8

In this chapter of Time Well Spent, read about how successful, expanded-time schools use time to relentlessly assess, analyze, and respond to student data.
Aspire Port City Academy, Stockton, CA

Analyzing and responding to data requires a lot of time. Read about how Aspire Port City has leveraged its expanded day to provide teachers adequate time each week to know and meet the needs of their students.
Mastery Charter Schools Shoemaker Campus, Philadelphia, PA

Many students enter Mastery Shoemaker’s doors several years behind in reading and math, and only have four years to become college ready. Read about how Mastery uses time during and outside of its expanded school day to look at data and teach the skills their students need.
Mathew J Kuss Middle School, Fall River, MA

Expanded time schools invest students in their academic progress. Read about how Kuss Middle School creates a culture of achievement through data displays that monitor and recognize student success.