From Compliance to Learning: A System for Harnessing the Power of Data in the State of Maryland

Abstract

World Bank Studies are published to communicate the results of the Bank's work to the development community with the least possible delay. The manuscript of this paper therefore has not been prepared in accordance with the procedures appropriate to formally edited texts. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.

Teachers’ Experiences of a District’s Transformational Leadership Design Program: A Qualitative Study

“…The coaching model's infrastructure for a data-driven decision-making process focused on the cycle of effective instruction and the allocation of time and opportunity for collaboration. Educational data was often collected for compliance and accountability purposes rather than to inform instructions (Husein et al, 2017). Neuman (2017) discussed the data-driven instructional practice as a decision-making process while teachers collect the information that leads to a systematic and deliberate student learning analysis cycle to help teachers differentiate their instructional strategies and applications to address the diverse needs of the learners.…”