In 2009, the federal government published a report ( IES Expert Panel) that examined 490 studies where data was used by school staffs to make instructional decisions. Of these studies, the expert panel found 64 that used experimental or quasi-experimental designs and only six–yes, six–met the Institute of Education Sciences standard for making causal claims about data-driven decisions improving student achievement. When reviewing these six studies, however, the panel found “low evidence” (rather than “moderate” or “strong” evidence) to support data-driven instruction. In short, the assumption that data-driven instructional decisions improve student test scores is, well, still an assumption not a fact.
Do you know what happens when Arne Duncan assumes?