Schools today are not very different from 50 years ago. Instructors still teach to the average, rather than provide students personalized instruction, because it is expedient, not because it is effective. Most educators still rely on tradition and rules of thumb, rather than use evidenced-based tools and methods to advance student achievement. And most administrators still make decisions, often inaccurately, based on assumptions and intuition, rather than use detailed metrics and analytics to manage schools efficiently and fairly. In short, while most Americans are empowered by data and technology in many aspects of their lives, U.S. schools are largely failing to use data to transform and improve education, even though better use of data has the potential to significantly improve how educators teach children and how administrators manage schools.
Building a Data-Driven Education System in the United States
Joshua New was a senior policy analyst at the Center for Data Innovation. He has a background in government affairs, policy, and communication. Prior to joining the Center for Data Innovation, Joshua graduated from American University with degrees in C.L.E.G. (Communication, Legal Institutions, Economics, and Government) and Public Communication. His research focuses on methods of promoting innovative and emerging technologies as a means of improving the economy and quality of life.
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