Bridging the Gap between Data and Instruction to Promote School Readiness

Authors

Lucki M. Ratsavong, The Ohio State University
Maureen J. Myrtil, The Ohio State University
Mihaiela R. Guglu, The Ohio State University
Rachel E. Schachter, University of Nebraska - LincolnFollow

ORCID IDs

Rachel E. Schachter

Date of this Version

Winter 2017

Citation

Ratsavong, L., Myrtil, M., Gugiu, M., & Schachter, R. (Winter 2016). Bridging the Gap between Data and Instruction to Promote School Readiness. Columbus, OH: Crane Center for Early Childhood Research and Policy, The Ohio State University.

https://earlychildhood.ehe.osu.edu/files/2017/06/Bridging-the-Gap.pdf

Comments

Published by The Schoenbaum Family Center (SFC) and Crane Center for Early Childhood Research and Policy (CCEC)

Abstract

States are increasingly endorsing collecting data in the early childhood classroom to measure instructional quality, as well as to enhance classroom- and school-based improvement efforts (Meisels, 2006; National Association for the Education of Young Children, 2009). While an increase in available data has the potential to inform decisions in the classroom, many educators report a need for clearer guidance in analyzing, interpreting, and using the data they collect (Sandall, Schwartz, & Lacroix, 2004; U.S. Department of Education, 2009). Thus, efforts must be made to improve resources and training to provide early childhood educators the opportunity to build their capacity for data proficiency and decision-making within schools. As professionals build their capacity for data-informed decision-making (DIDM), children will benefit from instruction that is responsive to real-time information, and interventions that are tailored to their individual needs.