Lesson Content

• Course syllabus and schedule
• Lesson 1's online course content and commentary

Course Readings — Embedded as link in course page

• Course page: 1.2. Data-Driven vs. Data-Informed
  • Teaching Underground | “Why Data-Informed Trumps Data Driven”
  • Beth's Blog | “Why Data Informed vs. Data Driven?”
• Course page: 1.3. A Model for Using Data
  • Data-Informed Decision-Making Cylce
• Course page: 1.4. Additional Resources
  • Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2007). The new instructional leadership: Creating data-driven instructional systems in school. Journal of School Leadership, 17(2), 159–194.
  • Wayman, J. C., & Stringfield, S. (2006). Data use for school improvement: School practices and research perspectives. American Journal of Education, 112(4), 463–468.

Course Readings — eReserves

• Houston, P.D. (2010). A.M. Blankstein, P.D. Houston, & R.W. Cole (Eds.), Data-enhanced leadership (pp. 1–8). Thousand Oaks, CA: Corwin.
  • Chapter 1: Using What You Know to Be a More Effective Leader

• Pre-Lesson Pondering
• Check for Understanding | Use of Data and Student Growth
• Task 1.a. Discussion | Background & Use of Data
• Check for Understanding | Data Informed Decision-Making Cycle (timed quiz)
• Task 1.b. Applied Learning | Using Authentic Data

Lesson Content

• Lesson 2's online course content and commentary

Course Readings — Embedded as link in course page

• Course page: 2.1. Different Types of Data
  • ASCD | EL Educational Leadership | No Schools Left Behind

Course Readings — eReserves

• Bernhardt, V. L., & Bernhardt, V. (2004). Data analysis for continuous school improvement. Routledge.
  • Chapter 3: What Data Are Important
• Bracey, G. W. (2006). Reading educational research: How to avoid getting statistically snookered. Portsmouth, NH: Heinemann.
  • Selection from Chapter 2: The Nature of Variables, pp. 36–41

• Pre-Lesson Pondering
• Check for Understanding | Different Types of Data
• Check for Understanding | Your School's Data
• Task 2.a. Quiz | Lesson 2
• Task 2.b. Applied Learning | Data

Lesson Content

• Lesson 3's online course content and commentary

Course Readings — Embedded as link in course page

• Blogs — Course page: 3.2. Standardized Testing
  • “Just Say No to Standardized Tests: Why and How to Opt Out”
  • “Too Much Testing? Or Not Enough Quality Testing?”
• Course page: 3.3. Teaching to the Test
  • Haladyna, T. M., Nolen, S. B., & Haas, N. S. (1991). Raising standardized achievement test scores and the origins of test score pollution. Educational Researcher, 20(5), 2–7.
  • Popham, W. J. (2001). Teaching to the test?. Educational leadership, 58(6), 16–21.
  • Volante, L. (2004). Teaching to the test: What every educator and policy-maker should know. Canadian Journal of Educational Administration and Policy, 35, 1–6.

Course Readings — eReserves

• Bracey, G. W. (2006). Reading educational research: How to avoid getting statistically snookered. Portsmouth, NH: Heinemann.
  • Chapter 4: Testing
• Koretz, D. M. (2008). Measuring up. Harvard University Press.
  • Chapter 2: What is a test?

• Pre-Lesson Pondering
• Task 3.a. Discussion | What Would You Do?
• Task 3.b. Applied Learning | A Reflection: Pros and Cons
• Check for Understanding | Teaching to the Test
• Task 3.c. Applied Learning | Assessing Student Learning

Lesson Content

• Lesson 4's online course content and commentary

Course Readings — Embedded as link in course page

• Course page: 4.7. Core Features of Standardized Test | Test Bias
  • Glossary of Education Reform: “Test Bias”
  • EdSurge: “Can a Test Ever Be Fair? How Today’s Standardized Tests Get Made”
  • 2017 PSSA Technical Digest
• Course page: 4.9. Using Test Scores to Identify Student Performance Levels
  • State Board of Education Approves New PSSA Cut Scores
  • Standard Setting: Bookmark Method Overview

Course Readings — eReserves

• Koretz, D. M. (2008). Measuring up. Harvard University Press.
  • Chapter 5: What Test Scores Tell Us about American Kids — Optional
  • Chapter 8: Reporting Performance: Standards and Scales

• Pre-Lesson Pondering
• Task 4.a. Applied Learning | Reliability
• Task 4.b. Applied Learning | Validity
• Check for Understanding | Reliability and Validity
• Task 4.c. Applied Learning | Improving Test Reliability
• Check for Understanding | Test Bias
• Task 4.d. Applied Learning | Student Performance Levels

Lesson Content

• Lesson 5's online course content and commentary​

Course Readings — eReserves

• Bracey, G. W. (2006). Reading educational research: How to avoid getting statistically snookered. Portsmouth, NH: Heinemann.
  • Selection from Chapter 2: The Nature of Variables, pp. 46–62

• Pre-Lesson Pondering | Lesson 5
• Check for Understanding | Populations and Samples
• Task 5.a. Applied Learning | Populations and Sample
• Check for Understanding | Descriptive Statistics
• Check for Understanding | Variance
• Task 5.b. Quiz | Lesson 5
• Task 5.c. Applied Learning | Descriptive Statistics

Lesson Content

• Lesson 6's online course content and commentary

Course Readings — eReserves

• Bracey, G. W. (2006). Reading educational research: How to avoid getting statistically snookered. Portsmouth, NH: Heinemann.
  • Chapter 3: Making Inferences, Finding Relationships
• Ravid, R. (2015). Practical statistics for educators (5th ed.). Lanham, Maryland: Rowan & Littlefield.
  • Chapter 9: t-test, pp. 123–135
  • Chapter 10: Analysis of Variance, pp. 136–146

• Pre-Lesson Pondering | Lesson 6
• Task 6.a. Quiz | Significance
• Task 6.b. Quiz | ANOVA
• Check for Understanding | Reading Renegade Data
• Task 6.c. Applied Learning | Case Study Data

Lesson Content

• Lesson 7's online course content and commentary

• Task 7.a. Exam | Midterm

Lesson Content

• Lesson 8's online course content and commentary

Course Readings — eReserves

• Ravid, R. (2015). Practical statistics for educators (5th ed.). Lanham, Maryland: Rowan & Littlefield.
  • Chapter 3: Organizing and Graphing Data, pp. 47–66

• Pre-Lesson Pondering | Lesson 8
• Task 8.a. Quiz | Displaying Data
• Check for Understanding | Create Histogram
• Task 8.b. Applied Learning | Misleading Data
• Task 8.c. Final Project | Begin Development

Lesson Content

• Lesson 9's online course content and commentary

Textbook

• Module 4: Test reports
• Module 5: Criterion-Referenced Scores and Their Interpretations
• Module 6: Norm-Referenced Scores and Their Interpretations

Course Readings — Embedded as link in course page

• Course page: 9.1. Effectiveness Learning
  • Glossary of Education Reform: “Value-Added Measures” | Written Description about Student Growth Measures
  • “Explainer: 'Student Growth Percentile' Helps Measure Schools, Teachers”
  • “Does It Matter How We Measure Schools' Test-Based Performance?”
• Course page: 9.2. Strengths and Weaknesses of VAMs and SGPs
  • On The Mythologies of Student Growth Percentiles and Teacher Evaluation
  • Why We Should Abandon SGPs

• Pre-Lesson Pondering | Lesson 9
• Task 9.a. Applied Learning | Strengths and Weaknesses of VAMs and SGPs
• Task 9.b. Applied Learning | Implementing New Teacher Evaluation Plans

• Task 9.c. Final Project | Continue Development

Lesson Content

• Lesson 10's online course content and commentary

Course Readings — Embedded as link in course page

• Course page: 10.2. Core Features of Standardized Test | Test Score Accuracy
  • Making Sense of Standard Error of Measurement
  • 2017 PSSA Technical Report

• Pre-Lesson Pondering
• Task 10.a. Quiz | Types of Tests and Reporting of Scores
• Task 10.b. Quiz | MAP Scores | Part 1
• Task 10.c Quiz | Map Scores | Part 2
• Task 10.d. Quiz | MAP Scores | Part 3
• Task 10.e. Applied Learning | SEM and CSEM
• Task 10.f. Applied Learning | Understanding PSSA Scores
• Task 10.g. Final Project | Continue Development

Lesson Content

• Lesson 11's online course content and commentary

Course Readings — Embedded as link in course page

• Course page: 11.2. Writing Surveys and Survey Items
  • “Creating Questionnaire Questions”
  • “Survey Questions 101: Do You Make any of These 7 Question Writing Mistakes?”
  • “The Essential Guide to Writing Effective Survey Questions”
• Course page: 11.3. Analyzing Survey Questions With Likert Scale Responses
  • “Types of Data and Measurement Scales: Nominal, Ordinal, Interval and Ratio.”

• Task 11.a. Applied Learning | Developing a Survey
• Check for Understanding | Common Survey Mistakes
• Task 11.b. Applied Learning | Presenting Likert Scale Data
• Task 11.c. Applied Learning | Statistical Analyses of Likert Scales
• Task 11.d. Applied Learning | Response Rates
• Task 11.e. Final Project | Continue Development

Lesson Content

• Lesson 12's online course content and commentary

Course Readings — Embedded as link in course page

• 12.2. Qualitative Research: Collecting Data
  • “Choosing qualitative research: A primer for technology education researchers”

• Pre-Lesson Pondering | Lesson 12
• Check for Understanding | Qualitative or Quantitative
• Task 12.a. Applied Learning | Writing Qualitative Questions
• Task 12.b. Applied Learning | Data Coding (due Thursday)
• Task 12.c. Discussion | Coding Analysis
• Task 12.d. Final Project | Continue Development

Lesson Content

• Lesson 13's online course content and commentary

Course Readings — Embedded as link in course page

• Course page: 13.1. Teacher Salaries and the Distribution of Expenditures
  • Their Fair Share: How Teacher Salary Gaps Shortchange Poor Children in Texas

• Pre-Lesson Pondering | Lesson 13
• Task 13.a. Applied Learning | Examining the Distribution of Expenditures Across Classrooms
• Task 13.b. Applied Learning | Targeting Your Expenditures
• Task 12.c. Final Project | Continue Development

Lesson Content

• Lesson 14's online course content and commentary

Course Readings — Embedded as link in course page

• Course page: 14.2. Privacy and Confidentiality
  • Barnes, K. (2015). The challenge of data privacy. Educational Leadership, 73(3), 40–44.
  • Singer, N. (2017, May 17). How Google took over the classroom. New York Times.
• Course page: 14.3. Interpreting Data Ethically
  • Marzano, R. The two purposes of teacher evaluation. Educational Leadership, (70)3, 14–19.

Course Readings — eReserves

• Shapiro, J. P. & Stefkovich, J. A. (2016). Ethical leadership and decision-making in education (4th ed.). New York, NY: Routledge.
  • Chapter 2: Viewing Ethical Dilemmas through Multiple Paradigms, pp. 10–27
  • Case Study 8.3: Access to Knowledge, pp. 136–141 (Required for Task 14.b.)

• Pre-Lesson Pondering | Lesson 14
• Task 14.a. Applied Learning | Ethics & Data Use
• Check for Understanding | Student Privacy
• Task 14.b. Applied Learning | Access of Knowledge
• Task 14.c. Discussion | Access of Knowledge

• Task 14.d. Final Project | Continue Development

• Lesson 15's online course content and commentary

• Task 15.a. Final Project | Finalize and Submit