As the first few months of school has passed in the 2020-2021 school year, I wanted to take a moment to discuss a few reflections and thoughts then project into the future. After writing “Navigating the Toggled Term,” I am beginning to focus on writing the second edition. The thoughts compiled within this post provideContinue reading “Navigating the Toggled Term: Looking at the Present and Thinking Forward into the Future for K-12 Education”
Over the course of the last four week in the “Using Data to Make Data-Driven Instructional Decisions” series, we have outlined how to collect data, clean/organize data, and conduct univariate and multivariate statistical analysis on the data to transform it into newfound knowledge that can be used to make a decision. While this sounds likeContinue reading “Using Data to Make Data-Driven Instructional Decisions: Part 4 of 4 – Taking Newfound Knowledge from our Data and Making a Decision”
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.