Getting Education Data Right

IRRE has been developing and refining our approach to using data in education for the past 30 years. Together with our partner schools, districts, foundations, and policy makers we attempt to collect and report the best information we can, and use it to improve education.

Our Getting Education Data Right series presents 8 core principles we have distilled from our work and how we apply these principles to gather, report and use data more effectively to improve education. …

Principle 2

Ask parents, educators, researchers, policy makers, investors: What defines a successful student, a good school, a high functioning district, or a state with a great education system? You’ll get a wide range of answers. Some will be based on personal experience, some on quantitative evidence. Some will refer to quality standards achievable by improving what goes on in schools and school systems, and some will include quality indicators well outside educators’ sphere of …

Principle 1

Education quality should not be restricted to test scores or to any other set of student performance measures. Quality information should also include students’ actual learning experiences, the educational practices they encounter, the quality of the support their educators receive, and the system conditions required for their success.

This first principle tells us to map out the quality domains that we want to have data on. The basis for this decision rests in our core …