Six Considerations

#2 Implement Data-Driven Strategies

Many of the proven successes demonstrated in other states can be applied in Idaho with significant expectations of success, even taking into account state-level differences.1 Increased data collection and improved data management tied to these strategies could further enhance Idaho’s ability to assess educational outcomes and improve accountability.


1 For example, when evaluating the implementation of Standards Based Accountability (SBA) as part of the No Child Left Behind Act (NCLB) of 2001 (20 U.S.C. § 6311 et seq.), greater than “80 percent of superintendents in California, Georgia, and Pennsylvania found results from local assessments to be more useful for decision making than state test results” (Marsh, J.A., Pane, J.F., & Hamilton, L.S. (2006). Making Sense of Data-Driven Decision Making in Education. Santa Monica, CA: The RAND Corporation. Link, p. 5). This may be a result of the relatively quick turnaround time for results, the frequency at which the tests can be administered, and closer alignment with coursework. Under NCLB, each state could establish its own SBA with seven core components including: standards for math, reading, and science; adequate yearly progress calculations; interventions and sanctions; an additional academic indicator (e.g., graduation rates); annual assessments; achievement standards for math, reading, and science; and annual measurable objectives in math and reading; (Hamilton, L.S., Stecher, B.M., Marsh, J.A., McCombs, J.S., Robyn, A., Russell, J.L., Naftel, S., & Barney, H. (2007). Standards-Based Accountability Under No Child Left Behind Experiences of Teachers and Administrators in Three States. Santa Monica, CA: The RAND Corporation. Link).