Data-based decision making (DBDM) is becoming important for teachers due to increasing amounts of digital feedback on student performance. In the quasi-experimental study reported here, teachers, principals, and academic coaches from 42 schools were trained for two years in using the results of half-year interim assessments for providing students with tailor-made instruction. Our results did not show any main effects of this DBDM training trajectory on student achievement but did indicate interaction effects with students' low prior achievement levels and socioeconomic status. Teachers experience difficulties in translating student progress data into adaptive instruction in the classroom. Implications of our findings for teacher professionalization are discussed.

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Abstract. The Dutch School Inspectorate defines achievement-oriented work (AOW) as the maximization of student performance in a systematic and goaloriented way. Research by the Inspectorate shows that students in achievementoriented schools perform better than students in schools that meet the criteria for achievement-oriented work less. The University of Twente has developed a training course in which school teams learn to work in an achievement-oriented way. Parallel to the training activities, the effects of training schools are studied. The research findings show that the training course has a positive effect on attitudes towards AOW, as well as on knowledge and skills relevant for AOW of school staff.

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