From a new institutional theoretical perspective, this article explores school actors' sense-making linked to data-based decision making (DBDM) policy in general and processes of data analysis in particular. The study revealed how actors' interpretation of and response to DBDM pointed to strong and weak couplings between and within the local…

For any government, difficult choices must be made about how and where to prioritize any school construction. In the absence of data-driven decision-making, these choices typically will be made based on opinions; when that is the case, the most powerful people's opinions tend to dominate. On the other hand, data help us ensure all the children's…

While the use of numbers in governance has a long history, the kinds of numbers we now produce enable a range of new possibilities for monitoring, regulation and policy decision-making. Global policy actors are now calling for a steep increase in investment in education data. The growing trust in numbers has been critiqued by education policy…

"Behind the Diversity Numbers" uncovers how frequently used approaches to examine and understand race-related issues on college campuses can reinforce racism and inequality, rather than combat them. The book argues that educational leaders must look beyond quantitative metrics in order to develop institutional policies and practices that…

States' commitments to tackling long standing inequities have been stifled by missing data, long delays, insufficient data-analysis tools, and the excessive reporting burden placed on states and institutions. If states hope to achieve their completion and equity goals, they need access to data that does not leave them guessing--so they can…

Data use has gained policy traction at the federal, state, and local levels in the United States and internationally, and is now embedded in teacher, principal, and district leader standards in the U.S. However, many decisions implemented in policy and practice are being made on insufficient evidence and assume a relatively straightforward,…

Purpose: This study aims to analyse and evaluate the methodology followed by the Times Higher Education Impact Rankings (THE-IR), as well as the coverage obtained and the data offered by this ranking, to determine if its methodology reflects the degree of sustainability of universities, and whether their results are accurate enough to be used as a…

This guide is designed for use by school, district, and state education agency staff to improve the effectiveness of efforts to collect and use discipline data, including reporting accurate and timely data to the federal government. It explains the importance of collecting discipline data, identifies key considerations for agencies implementing…

Determining whether a state's young people are on track for a life with opportunity is a critical -- but diffcult -- task for governors and state leaders. States can be both awash in data and unable to easily access and use that data to inform policy. State longitudinal data systems that meaningfully connect workforce, higher education, K-12, and…

Background: College-completion policies dominate state higher education policy agendas. Yet we know little about how policy actors make decisions--and what sources of evidence they use--within this policy domain. Focus of Study: This study explores the use of evidence in college-completion policymaking in depth, focusing on Texas. In addition to…

Determining whether a state's young people are on track for a life of opportunity is a difficult task for governors and state leaders. States can be both awash in data and unable to easily access and use that data to inform policy. State longitudinal data systems that meaningfully connect workforce, higher education, K-12, and early childhood…

Contemporary education policy involves the integration of novel forms of data and the creation of new data platforms, in addition to the infusion of business principles into school governance networks, and intensification of socio-technical relations. In this paper, we examine how "computational rationality" may be understood as…

The choice of a social network analysis approach for the exploration of relationships in educational settings provides the opportunity for a unique perspective about informal networks of relationships. Rather than considering only the attributes of individuals or organizations, social network analysis affords the opportunity to also examine the…

This article reports on a rigorous approach developed for calibrating the Evidence-Based Adequacy Model to suit the Ontario K-12 public education context, and the actual calibrations made. The four-step calibration methodology draws from expert consultations and a review of the academic literature. Specific attention is given to the technical…

Propelled by accountability policies, leaders have touted data-driven decision making as a means to improve K-12 student outcomes and drive equity, as teachers analyze data to change instruction. However, many data-driven decision-making reforms have failed to challenge inequity. Melanie Bertrand and Julie Marsh's study of six middle schools shows…