Comments on: Education Data in 2025

By: Jeff Johnston

Jeff Johnston — Sun, 31 Oct 2010 04:32:39 +0000

I disagree with the comments so far. There are data management systems available now that integrate data from disparate heterogeneous data sources and accelerate the process of learning how to clean, build, effectively use and refine an integrated student and teacher information management process. The pedigree of these systems comes from enterprise search technologies. Providing anonymized data using “cloud” computing means these systems are much more available, more quickly than most think. Proto-typing some of these systems now can dramatically accelerate the learning necessary to effectively use this data to improve educational outcomes.

By: Tom Lnehan

Tom Lnehan — Fri, 05 Mar 2010 16:30:07 +0000

Brett C is basically right. To his list I would add: 1) There are reasons that many educators are in education not in Information Technology. 2) Although data storage and analysis is immensely scalable, local educators and government officials in general almost never band together to take advantage of these technologies. The one exception of which I am aware is consortiums of libraries.

Many educators are far less tech savvy than the students they teach, even in the lower grades. The fact that such tracking systems are being developed largely by people such as Achievement First (Athena) and not the US or individual state departments of education is a pretty good indication that Brett C is right.

By: Lance King

Lance King — Tue, 22 Dec 2009 20:02:58 +0000

But are we collecting smart data? Florida has perhaps one of the best longitudinal data systems for K-12 in the country but it is hopelessly dependent upon the Florida Comprehensive Assessment Test (FCAT) as the primary source of student achievement data. Notable discrepencies between student achievement as measured by the NAEP and the FCAT, beg the question: what types and levels of performance count as achievement and what are the best ways to measure it? Finn’s rosy scenario is based on the assumption that this has been addressed.

By: Terry Daugherty

Terry Daugherty — Sat, 19 Dec 2009 00:26:13 +0000

The biggest assumption is that there will be enough students in public education to worry about data. I believe the only data will be the stampede from public to private education by students and teachers.

By: Brett C

Brett C — Fri, 18 Dec 2009 17:03:25 +0000

Four Assumptions:
1) The technology will be there. True, most of this capability already exists. College students, professors, chairs and deans have access to many of these features now.
2) District budgets will dedicated moneys to the infrastructure in the next 15 years, not likely. Technology is low on the list of priorities,, unless your school has a dedicated mission towards technology.
3) Teachers and principals will have the skills necessary to make complex analyses with the data available. My experience is that teachers and principals engage in these activities only when it is mandated. This leads t0…
4) Teachers and principlas are motivated to use these tools. They update Facebook and answer emaills during professional development, and do not recall skills or knowledge taught in college courses from follow-up evaluations. Most teachers are still afraid of technology that is not email, word processinng or Facebook.
I would say it will take betweenn 30 and 50 years, not 15.