Schildkamp, Kim; Ehren, Melanie; (2012) From “Intuition”- to “Data”-based Decision Making in Dutch Secondary Schools? In: Schildkamp, Kim and Lai, M. and Earl, Lorna, (eds.) Data-based Decision Making in Education: Challenges and Opportunities. (pp. 49-67). Springer Netherlands: 2012.

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Abstract

Schools have a lot of data on the functioning of their school, which they can use to improve their education. In the Netherlands, input data (e.g. student demographic data), process data (e.g. students and teacher questionnaire data, inspection reports), and output data (e.g. assessment data, transfer data) are available. This chapter focuses on the use of these data in Dutch secondary schools. Two examples are given: One of a school that is an actual “data-driven decision making” school, and one of a school which does not use data for school improvement. Both stories are compared and provide insights into factors that can promote more effective data use. These include factors such as encouragement by the school leader, a clear vision and goals, and data use knowledge and skills. Ultimately, the goal of data use is school improvement (e.g. improved student achievement).

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