Vol 3 Issue 3 – From the Editor

School Data Antwan Jefferson, PhD     I’ll keep this letter brief. First, on the day that I’m writing this letter, our city and region are experiencing the immediate after-effects of an act  of gun violence in another of our community’s schools. There is nothing, really, for a local, community-based education journal to do except to share our admiration and appreciation for Jerald Mason and Eric Sinclair, to hope for their full recovery, to acknowledge Read more…

Vol 3 Issue 3 – Main Article

School Data The purpose, the audience, the outcome By | Allan Tellis, Chief Writer, Denver   In our contemporary era, the collection and analysis of data play an important role in how we come to understand the world around us. Similar to other public institutions, educational institutions have increasingly integrated data into processes of change and analysis. Many schools and school districts hope they can produce a more accurate picture of how schools are functioning Read more…

Vol 3 Issue 3 – Scholar Perspective

School Data Scholar perspective By |  Dara Marin Prais, PhD When you think of “data,” what comes to mind? For many people, if not most, initial thoughts lean toward quantitative or numerical values that can be statistically analyzed instead of qualitative or non-numerical data gathered from interviews, focus groups, observations, etc. The same is true when it comes to discussing data in education. More often than not, educational data is viewed as merely the numerical Read more…

Vol 3 Issue 3 – Community Perspective

School Data Community perspective By | Camille Driver Data is often talked about in quantitative terms: “65% of Americans voted for….” or “1 in 5 children are…” You can spot quantitative data as it centers around a number. However, quantitative data needs context, which can be accomplished through qualitative data. Qualitative data helps to tell the story through more in-depth questions and conversations. Neither type of data (quantitative or qualitative) should – or can – Read more…

Vol 3 Issue 3 – Educator Perspective

School Data Educator perspective By |  Miguel Ortega Data, for all the times it has been used to construct an ‘objective’ portrayal of reality, is complex and prone to many subjective factors.  The difficulty of accurately representing the student experience in a school is a well-documented struggle.  Another key dimension of investigating and representing the reality of school and student experiences is the selection of criteria themselves, and what they communicate about a school’s values. Read more…

Vol 3 Issue 3 – Student Perspective

School Data Student perspective By | Reem Saeed When it comes to selecting which school their child will attend, often a parent’s decision relies on the use of data points. Graduation rates, test scores, and post-secondary data are frequently used to determine the line between a “good” and “bad” school. The intentions behind this are not entirely problematic, but without looking at the layers behind the numbers listed on a school’s profile, the entirety of Read more…

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