Data infrastructure, accessible data, and a culture of data use are necessary but not sufficient for data-driven decision making in education agencies¶
Claim · All claims
Evidence · 1 study · reviewr1·q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Being driven by data requires more than the existence of a data infrastructure, accessible data, and a culture of data use. → Mid-Atlantic Regional Educational Laboratory 2018
Evidence¶
Mid-Atlantic Regional Educational Laboratory 2018¶
Mid-Atlantic Regional Educational Laboratory. (2018). Research Review: Data-Driven Decision Making in Education Agencies. Data Driven, not Data Drowning. Washington, DC: Mid-Atlantic Regional Educational Laboratory. https://www.mathematica.org/publications/research-review-data-driven-decision-making-in-education-agencies-data-driven-not-data-drowning
q1 · i? · review · r1
The review's summary asserts, without reported studies or data, that data-driven decision making in education agencies requires "more than the existence of a data infrastructure, accessible data, and a culture of data use." No evidence or argument is printed for the assertion.
"Being driven by data requires more than the existence of a data infrastructure, accessible data, and a culture of data use."
Discussion¶
Related Claims¶
- The relational taxonomy is argued to support values and moral education because fostering ego strength addresses the gap between moral reasoning and moral behavior — a broader claim this one bears on
- In practice, data often leaves educators and policymakers unmoved or drowns them in extraneous information rather than driving decisions — related
- The SDP and EP programs aim to enhance education agencies' data capacity through support, training, and placement of additional staff — related
- Capacity for data use was similar among SDP- and EP-partnered agencies although the two programs' approaches differ — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
data-infrastructure-alone-insufficient-for-data-driven-decisions |
title |
Data infrastructure, accessible data, and a culture of data use are necessary but not sufficient for data-driven decision making in education agencies |
description |
Data infrastructure, accessible data, and a culture of data use are necessary but not sufficient for data-driven decision making in education agencies |
status |
review |
evidence_strength |
weak |
newest_evidence |
2018 |
recheck_by |
2023 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mid-atlantic-regional-educational-laboratory-2018 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.