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RELEASE: Caregivers, Teachers, and School Leadership Need Data To Support Learning and Improve Student Outcomes

Washington, D.C. — Today, the Center for American Progress released a new issue brief assessing what information—beyond the data provided by state accountability systems as required under the Every Student Succeeds Act—caregivers, teachers, and school and district leaders value in supporting student learning. The results are derived from a series of community conversations conducted by CAP’s K-12 Education Policy team with organizations working to improve accountability in Colorado, Massachusetts, and the District of Columbia.

Key findings from the issue brief include:

  • Parents or other caregivers value data on students’ opportunity to learn, including information about school climate and the supports and services available to students—especially students with disabilities. They also want to see school data on report cards broken down by demographic groups, laid out visually, and explained in plain language.
  • School and district leadership value state performance data in informing long-term performance.
  • Teachers and school leaders want more timely information, such as student readiness data and other nonacademic data on students, to improve the quality of teaching and learning in schools in real time.
  • School systems need to collect and distribute data that are useful to the purposes of daily teaching and learning guided by families, educators, and school leaders in the community.

Read the issue brief: “The Education Data That Matter Most to Parents and School Stakeholders” by Jamil Modaffari and Laura Jimenez

For more information on this topic or to speak with an expert, please contact Colin Seeberger at .