Drawing from empirical studies and the landscape of current practice, this report explores ideas related to how educational leaders access data, the meanings they give to it, and the uses to which they put these data in the varying settings in which leaders seek to improve teaching and learning. Moving away from the potentially appealing rhetoric that data can provide clear, indisputable direction for future action (e.g. data-driven decision making), the notion of data-informed leadership captures the complex and often ambiguous nature of data use in educational settings.

A Research Report in collaboration with The Wallace Foundation by Michael S. Knapp, Juli Ann Swinnerton, Michael A. Copland, and Jack Monpas-Huber, October 2006.
Publication Date: 
January 2006