Discussions of data use in schools often lead to two commonly heard refrains:
- “Educators are drowning in an ocean of data”
- “Schools are a data desert”
When a situation is characterized by such polar opposite viewpoints, it is a signal that there are fundamental challenges that must be understood and overcome. In this case, if there are data in schools, why aren’t those data being used effectively (or at all) by teachers to support their instructional decision-making? What are the challenges?