DropBox for "Data Driven, Not Data Drowning' and "Code Red" Article Review REVISION I have Attached the WEEK 2 ASSIGNMENT. I need it revised. **** NO AI WRITTEN REVISION. **** Assignment https://w

standardized test scores in education are getting us. This article contends that data-driven

instruction, when carried that far, makes testing, test-prep and endless drilling in specific test-like

skills the be-all-and-end-all of the classroom. Neuman finds this through stories of one 4 th grade

and one 7 th grade classroom in urban schools where students are consistently monitored via

color-coated spreadsheets and “benchmark assessments.” Here, students who stay in the red are

deemed failures, perpetuating the expectation of failure. Neuman (2016) stresses “It is those who

are the least able to afford poor-quality schooling- those who face multiple barriers to schools,

such as students from high-poverty locations- that suffer” (p.42). And rather than receiving

instruction that builds background knowledge and fosters deep comprehension, these students are

handed worksheets and drills that do little to ignite engagement or intellectual growth. This

article suggests these practices perpetuate achievement gaps rather than narrowing them, and the

test-centric data culture can be demoralizing to students and teachers.

The Mid-Atlantic Regional Educational Laboratory (n.d.) emphasizes a more equitable view

by suggesting practical application of data use in schools. In contrast to Neuman’s

decontextualized alarms, this article emphasizes the democratizing potential of data when used

intentionally and in prudent consideration of relevance and reliability. It emphasizes that data

should not be a burden on educators, but rather a diagnostic tool to determine needs, measure

growth, and inform improvement. The report offers examples of how different actors- teachers,

principals, district schools, state officials- can harness data to track progress, tweak plans and

gauge efficiency. One of the most important of these contrasts is for the data to be not only

relevant but also diagnostic, by which they mean the data must clearly inform the decision at 3hand and not simply be an additional burden. It also emphasizes the potential impact of too much

data, or the wrong way of using it, counterproductively leaving teachers “drowning” rather than

supported. The REL (n.d.) review also advances the notion of data as a resource for instruction

and not an overwhelming burden by recommending that schools stress the importance of what

the data is telling schools and to prioritize appropriate measures.

The thoughts expressed in both articles resonate powerfully with my own teaching

experiences. The arguments in Neuman (2016) about “test driven” instruction jive with what I’ve

observed when schools go overboard with state test scores. Students in the lower 25% are

frequently working on remediation worksheets rather than participating in fun activities during

their classroom time. This system has left some of my students feeling demoralized and labeled

by a test score, not their potential. Meanwhile, there’s an upside to data that the REL (n.d.) poster

also reflects, as I too have observed. Prudently employed, data can alert teachers to incremental

strides in student growth, which may seem slight but turn out to be of real consequences. For

instance, I’m aware that progress monitoring of reading fluency gave useful feedback, helped

plan lessons, and improved confidence of the pupils. These differing points of view demonstrate

that while the misuse of data can be detrimental, purposeful and purposeful data use in the

practice can improve instruction and result in better outcomes.

As a would-be administrator, I would work to practice the lessons of both articles. From

Neuman (2016), I have learned the problems of test-driven instruction that allow test prep to

drive instruction to the degree that the curriculum is narrowed, and students are disheartened.

What I learned: From the review (n.d.) it is believed that, if data collected carefully and analyzed

collaboratively, it can boost instruction and facilitate teacher development. I would want to try

and create a culture where data is used as a tool of comprehension- not a badge or a punishment. 4I’d rather if staff would concentrate on growth indicators, formative assessments and instruction

than simply on high stakes testing. The presenter added that staff meetings and professional

learning communities could be arranged for educators to come together to evaluate data, identify

trends, and respond in ways that support students. Setting this middle way as an example would

help teachers rethink of data as an aid to better instruction, rather than a burden, in service to

keeping learning at the center.

5 References Neuman, S.B. (2016). Code red: The peril in data-driven instruction. Educational Leadership,

74(3), 24-29.

REL Mid-Atlantic Regional Educational Laboratory. (n.d). Research review: Data-driven

decision making in education agencies. Data-driven, not data drowning. Mathematica

Policy Research.