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Systems-Based Approach to
Students Performance Data
By Dr. Thomas Ferry, Principal of Cheesequake Elementary School, and
Dr. J. Scott Cascone, Executive Director of Academics, Old Bridge Township
Public School District
In 2002 a new era of The more recent reauthorization of the current New Jersey Professional
accountability in public ESEA, the Every Student Succeeds Standards for Teachers and School
Leaders explicitly cite the use of stu-
Act (ESSA) of 2015, maintains a focus
education arguably dawned on student achievement growth for all dent performance data to both assess
with the reauthorization students (Chenoweth, 2016; Sharp, learner progress and guide planning
2016).
on the classroom, school and district
of the Elementary and Since 2002 K-12 public education levels as key proficiencies. Indeed, the
Secondary Education Act institutions have placed an increased ability of both school leaders to build
and nurture a culture of data informed
(ESEA) of 1965 in the form emphasis on data informed deci- instruction and teachers to effectively
sion making, perhaps recognizing
of the No Child Left Behind as renowned management thinker utilize student performance data are
crucial to school improvement and
legislation (Isaacs, 2002). Peter Drucker postulated, if you can’t transformation. (Mertler & Zachel,
measure it, you can’t improve it. The
Educational Viewpoints -54- Spring 2019
