Being “Data-Driven” is More Than Just Quantitative Data

This past weekend I attended the Association of California School Administrations Region 17 Annual Conference at my alum mater Concordia University, Irvine. During the conference, I got to listen to George Couros, a well-known educational leader who has made large contributions to the field of education and education technology. I am in agreement with almost … Continue reading Being “Data-Driven” is More Than Just Quantitative Data

The Power of Analyzing Statewide Education Data: Self-Affirming Conclusions that Prompt Us to Dig Deeper Into the Data

Data is powerful, especially in the realm of education. At times, it may be self-affirming while on the other hand, it makes you question your current practices and policies because the data identifies further ramifications that make us have to dig deeper to determine what’s going on as well as devising solutions to the problems we face as educators. But, most importantly, it tells a story about the students we serve, which then we are called to do something about it as teachers and administrators. Over the last few days, I have been able to analyze several data sets that have been collected from the California Department of Education. The data sets I analyzed encompass all of the 2018 California K-12 School demographics, state testing scores, attendance rates, suspension rates, and funding mechanisms. My goal was to transform the data into several self-affirming stories of what the data is telling us as well as how we dig deeper into the stories the data is illustrating to determine new insights into we how to solve the problems we have identified.

Doctoral Research Update – Working Title and Progress on Chapters 1, 2, and 3.

Doctoral Research Update - Working Title and Progress on Chapters 1, 2, and 3: Chapter 1, 2, and 3 of my dissertation are coming along very well. While revision and editing are needed for each chapter, major progress has been made this summer!