Data are everywhere. Indeed, in many early childhood and elementary settings, practitioners are drowning in data. Data, however, provide important information to understand and monitor how well children, teachers, schools, organizations, and systems are doing. Since the early 2000s, there has been extensive emphasis on the use of child assessment data to inform education improvement. While it is important to have a clear understanding of how each and every child's needs are being met, children alone should not bear the burden of proof. In comprehensive P-3 approaches, implementers rely on multiple data markers (i.e., classroom, school, program) to guide their efforts.
P-3 Framework Goal: Current, relevant, and high-quality data from multiple sources are used to improve schools, programs, classrooms, instruction, professional development, and other systems.
The following resources highlight and support the importance of data-driven improvement in comprehensive P-3 approaches: