Data Analytics as an Informational Tool in
Educational Administration in the Last Five Years
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In today’s times, every organization appears to be
data driven, looking and searching for the next big piece of technology that
will spew out analytical information that can catapult their facilities to the
Olympic Data Golds or “Promise Land.” Schmarzo, B. (2013). Big data: Understanding how
data powers big business. This ever-changing piece of technology is the so
called answer to all of the concerns. However, data is not about so much the
technology but the power to transform a business or school into an exemplary
status. Schmarzo, B. (2013). Big data:
Understanding how data powers big business.
Firstly, what exactly is Data Analytics? This
definition can be a bit “murky” and can leave one feeling quite perplexed.
However, according to the Analyst Firm Gartner, it was easier to define the
terms “Big Data” as “high-volume, high velocity and high-variety information
assets that demand cost-effective, innovative forms of information processing
for enhanced insight and decision making.” Loshin, D. (2013). Big Data
Analytics: From Strategic Planning to Enterprise
Integration with Tools, Techniques,
NoSQL, and Graph. Undoubtedly, most of the analyst municipal like to focus
on the alliterative adjectives in the definition, such as “volume, velocity and
variety” as the definition and is referred to as the 3V’s. Loshin, D
Now that there is a foundation for the definition, how
and where is data analytic being used? Data analytic is being used in schools
by administrators, teachers and specialists, just to name a few. It is used
every day by a team of teachers who collaborated to analyze the data to give
them insight on how to plan the next lesson. Administrators are using it side
by side with counselors to determine what students are eligible for Advanced
Placement or Pre-Advanced Placement classes. An excerpt from the book,
“Judgment Calls,” reflects the data analysis from students’ performance at
David Cox Elementary school and it reads like this, “For the past three or four years, the
school’s administration and teachers—led by Nusinov, the principal—have been
embracing a data-based approach to student assessment and instruction.” Davenport, T. H. & Manville, B. (2012). Judgment Calls: 12 Stories Of Big Decisions
and the Teams That Got Them Right.
“They analyze data to understand students’
behaviors, predict their students’ wants and needs, and offer modified products
and promotions. Davenport, T. H., Harris, J. G., &
Morison, R. (2010). Analytics at work: Smarter decisions, better results.
Boston, Mass: Harvard Business Press.
Meanwhile, are there any perks and prizes for
administrators, counselors, teachers and specialist to use all of this data to
drive instruction? What’s the gold reward at the end of each data analytics?
Many teachers glee when they see their students growing academically and
hitting high marks. Schools are able to meet Annual Yearly Progress (AYP) and
receive a great rating because analyzing the data has informed administrators
and teachers about what the stakeholders or students need, in order to better
accommodate them. “The class typically scores top marks picking up on broad
technology trends.” May, T. (2009) The
New Know: Innovation Powered by Analytics.
“The results are real and
measurable, and they offer a practical advantage for a customer”—or as
educators would call them, students. Ohlhorst, F. (2013). Big data analytics: Turning big data into big money. Hoboken, N.J: Wiley.
Nonetheless, every great perk has a drawback, especially
with trying to maintain data and use it appropriately. It causes students to
take frequent test and it never ends. As noted in the book “Judgment Call”, students are tested
quite frequently in a quest to better utilize data. This can be taxing on
students to have to test frequently. Davenport, T. H. & Manville, B.
...and stressful on educators... top-ed-tech-trends-of-2012-education-data-and-learning-analytics
