I S S U E S& A N S W E R S
U . S . D e p a r t m e n t o f E d u c a t i o n
How state 
education agencies 
in the Northeast 
and Islands Region 
support data-driven 
decisionmaking in 
districts and schools
R E L 2 0 0 9 – N o . 0 7 2
At Education Development 
Center, Inc.
Summary
How state education agencies in 
the Northeast and Islands Region 
support data-driven decisionmaking 
in districts and schools
May 2009
Prepared by
Michelle A. LaPointe 
Education Development Center, Inc.
Jessica Brett 
Education Development Center, Inc.
Melissa Kagle 
Learning Innovations at WestEd
Emily Midouhas 
Education Development Center, Inc.
María Teresa Sánchez 
Education Development Center, Inc.
with Young Oh and Charlotte North 
Education Development Center, Inc.
ISSU E S&ANSWERS
R E L 20 0 9 – N o. 072
U . S . D e p a r t m e n t o f E d u c a t i o n
At Education Development 
Center, Inc.
Summary
Issues & Answers is an ongoing series of reports from short-term Fast Response Projects conducted by the regional educa-
tional laboratories on current education issues of importance at local, state, and regional levels. Fast Response Project topics 
change to reflect new issues, as identified through lab outreach and requests for assistance from policymakers and educa-
tors at state and local levels and from communities, businesses, parents, families, and youth. All Issues & Answers reports 
meet Institute of Education Sciences standards for scientifically valid research.
May 2009
This report was prepared for the Institute of Education Sciences (IES) under Contract ED-06-CO-0025 by Regional Educa-
tional Laboratory Northeast and Islands administered by Education Development Center, Inc. The content of the publica-
tion does not necessarily reflect the views or policies of IES or the U.S. Department of Education nor does mention of trade 
names, commercial products, or organizations imply endorsement by the U.S. Government.
This report is in the public domain. While permission to reprint this publication is not necessary, it should be cited as:
LaPointe, M. A., Brett, J., Kagle, M., Midouhas, E., Sánchez, M. T., Oh, Y., and North, C. (2009). How state education agen-
cies in the Northeast and Islands Region support data-driven decisionmaking in districts and schools (Issues & Answers Re-
port, REL 2009–No. 072). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center 
for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from 
http://ies.ed.gov/ncee/edlabs.
This report is available on the regional educational laboratory web site at http://ies.ed.gov/ncee/edlabs.
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At Education Development 
Center, Inc.
Summary
The report examines the initiatives of 
state education agencies in the Northeast 
and Islands Region to support data-
driven decisionmaking in districts and 
schools and describes the service provid-
ers hired to support this work. Identi-
fying four components of data-driven 
decisionmaking initiatives, it finds that 
not all initiatives include all four.
Data-driven decisionmaking is receiving in-
creasing attention from the education commu-
nity because of federal and state accountability 
requirements; the enhanced capacity of states 
and school districts to collect, manage, and 
distribute data; and a better understanding of 
the importance of data-driven decisionmaking 
in improving instruction and student achieve-
ment. The report responds to a request by the 
Rhode Island Department of Elementary and 
Secondary Education for information about 
how other state education agencies in the 
Northeast and Islands Region support districts 
and schools in effectively using data to inform 
a range of education decisions.
Two research questions guided this study:
What state education agency initiatives 
• 
support data-driven decisionmaking by 
districts and schools in the Northeast and 
Islands Region? What are their similarities 
and differences?
What service providers do the state 
• 
education agencies work with to support 
educators in using data to inform educa-
tion decisions, and what services do they 
provide? What are their similarities and 
differences?
The descriptions of initiatives by state educa-
tion agencies in the Northeast and Islands 
Region to support data-driven decisionmaking 
in districts and schools are based on exami-
nations of state education agency web sites, 
interviews with agency officials, and a review 
of the documents they provided. State educa-
tion agency officials also identified the service 
providers they have hired to support this 
work. Three providers were selected for more 
in-depth profiles. Descriptions of the three 
service providers are based on interviews with 
service provider staff, observations of profes-
sional development activities, and additional 
materials provided by the service providers. 
Appendixes to the report include profiles 
of each state education agency initiative, a 
catalogue of nine service providers identi-
fied by the state education agency officials, 
How state education agencies in 
the Northeast and Islands Region 
support data-driven decisionmaking 
in districts and schools
REL 2009–No. 072
 i
ii	
Summary
and profiles of three service providers. This 
study has several limitations, including the 
small number of respondents interviewed, the 
focus on state education agency data-driven 
decisionmaking supports for districts and 
schools rather than on district and school im-
plementation of data-driven decisionmaking, 
and a lack of information about the decisions 
made by state education agency officials.
Analysis of the state education agency data-
driven decisionmaking initiatives across 
the region revealed that state agencies have 
implemented one or more of four components 
to support data use by schools and districts:
Centralized data system/warehouse.
• 
 A cen-
tralized data system/warehouse combines 
data from multiple sources into a central-
ized repository. Data can include a range 
of evidence, such as classroom assessment 
data, school-level information on students 
and staff, demographic data, and state test 
scores.
Tools for data analysis and reporting.
• 
 Data 
tools allow users to collect, organize, and 
analyze data for use in decisionmaking.
Training on data systems/warehouses and 
• 
tools. Training helps educators learn to 
effectively and efficiently use the data 
analysis tools to better understand the 
available data.
Professional development in using data 
• 
for decisionmaking. Teachers and admin-
istrators require extensive professional 
development to build their expertise in 
identifying and analyzing relevant data 
and adjusting instructional practices 
and school processes in response to such 
data.
Each state education agency’s initiatives were 
reviewed within the framework of these 
components. Only New Hampshire appears to 
provide all four components to every school in 
the state. Maine and Vermont provide all four 
components but target only specific schools. 
New York provides a data system, data tools, 
and professional development, but as separate 
initiatives with little overlap. Massachusetts, 
Rhode Island, and the Virgin Islands are creat-
ing a longitudinal data system and data tools 
and developing training in their use. Connect-
icut focuses solely on the process of using data 
for decisionmaking and targets that support to 
low-performing districts.
Despite a dearth of comprehensive initiatives, 
state education agency officials across the re-
gion mentioned the importance of providing a 
range of data-driven decisionmaking supports 
to schools. But they noted that limited fund-
ing and a lack of capacity force them to make 
choices about which components to provide.
Analysis of the four components across the 
state education agency initiatives revealed that 
implementation is affected in part by available 
funding and capacity:
Funding.
• 
 State education agency data-
driven decisionmaking initiatives were 
shaped by the funding available. Exter-
nal funds (such as Title I) may restrict 
who can receive services or prescribe 
the types of services that can be offered. 
State funding must be stretched to cover 
a range of education services, and sup-
port for data-driven decisionmaking must 
compete with teacher salaries and book 
and supply purchases.
Capacity.
• 
 State education agency staff may 
lack the capacity to support their data-
driven decisionmaking initiatives because 
of time or expertise. To help provide 
needed services to schools and districts, 
state education agencies have contracted 
with external service providers.
State education agency officials identified the 
following providers of support for data-driven 
decisionmaking initiatives in the region: Cen-
ter for Assessment, Cognos, the Connecticut 
Regional Educational Service Centers Alliance 
(RESC Alliance), ESP Solutions Group, Mea-
sured Progress, the New York Board of Coop-
erative Educational Services (BOCES), Pearson 
School Systems, Performance Pathways, and 
TetraData. Three of these nine service provid-
ers were selected for in-depth profiles: the 
Connecticut RESC Alliance, Measured Prog-
ress, and Performance Pathways.
These three service providers assist state 
education agencies in implementing the four 
key data-driven decisionmaking components 
identified in this study:
Centralized data system/warehouse.
• 
 Perfor-
mance Pathways and Measured Progress 
support state education agencies in creating 
a central repository for storing data.
Tools for data analysis and reporting.
• 
 
All three service providers use various 
tools to support data analysis and report-
ing, ranging from paper and pencil to 
computer-based spreadsheet software and 
online programs capable of generating 
customized reports from the centralized 
data system.
Training in data systems/warehouses and 
• 
tools. Performance Pathways and Mea-
sured Progress not only support the cre-
ation of a data warehouse system but also 
provide training in using the system and 
its tools. To reach a broader audience, both 
providers use a “train the trainer” model, 
training groups of educators who are then 
responsible for training colleagues.
Professional development in using data for 
• 
decisionmaking. All three providers offer 
some professional development in using 
data to guide decisionmaking. Offerings 
vary, depending on the organization’s 
focus on creating a data-driven culture, 
using assessment data, or developing 
software tools. Providers work with teams 
from districts or schools who are expected 
to train their colleagues in the process.
This study outlines several considerations 
for education decisionmakers and research-
ers on the potential benefits of implement-
ing additional components of a data-driven 
decisionmaking system, sources of funding, 
and strategies to enhance their capacity to 
support teachers and administrators. Ideas 
are proposed for further research, including 
examining how state education agencies scale 
up their data-driven decisionmaking initia-
tives; exploring how state education agencies, 
schools, and districts implement data-driven 
decisionmaking; and analyzing the impacts of 
data-driven decisionmaking on student and 
school outcomes.
May 2009
	
Summary	
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