Evaluation and Data Collection Resources
The National Center on Student Progress Monitoring is a national technical assistance and dissemination center dedicated to the implementation of scientifically-based student progress monitoring for grades K-5.
http://www.studentprogress.org
No Data Left Behind is a series of books on using data to improve student learning. They identify four kinds of student data that are important for continuous school improvement. http://www.ascd.org/publications/ed_lead/200302/bernhardt.html
What Works Clearinghouse (WWC) aims to promote informed education decision making through ongoing, high-quality reviews of the effectiveness of replicable educational interventions (programs, products, practices, and policies) that intend to improve student outcomes. www.w-w-c.org
What Works: Digging
for Data addresses No Child Left Behind's challenge to collect,
analyze, and use information to improve student performance. Three different
approaches are offered on this Web site.
http://www.techlearning.com/db_area/archives/TL/2003/03/whatworks.html
If you have any suggestions for links that you think could be valuable to others, please let us know.
Note: This list is not comprehensive and is continuously being updated. The inclusion of these links does not necessarily represent an endorsement by The Access Center, the American Institutes for Research, or the U.S. Office of Special Education Programs.
For additional information on this or other topics,
please contact
The Access Center at center@air.org.
The Access Center: Improving Outcomes for All Students K-8
The Access Center is a cooperative agreement (H326K020003) funded by the U.S. Department of Education, Office of Special Education Programs, awarded to
the American Institutes for Research
1000 Thomas Jefferson St. NW,
Washington, DC 20007
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e-mail: center@air.org website: www.k8accesscenter.org
This report was produced under U.S. Department of Education Cooperative Agreement H326K020003 with the American Institutes for Research. Jane Hauser served as the project officer. The views expressed herein do not necessarily represent the positions or policies of the Department of Education.
No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred.
