By Suzette Lovely

Data can be used as a flashlight or a hammer. When used as a flashlight, data improves visibility and illuminates gaps. But when used as a hammer, data can trigger fear, avoidance, and fact fudging. Moreover, short-term solutions (e.g., test prep) become the panacea while long-term solutions (e.g., improving instructional practice) are overlooked.

In our high stakes environment, many educators see data being done "to them" rather than "for them." Yet, there is a lot of available data beyond subgroups and standardized tests that can shine a light on our path.

Think about how data is currently used in your district. Are principals called downtown for a "special meeting" as soon as the scores are released? Is there a palpable sense of dread among some principals and relief among others? Does the "spin" begin right away? Do schools that "made it" quickly get separated from those that didn't?

When data is used as a flashlight, it will allow your district to:

• Diagnose and better understand problems.
• Recognize patterns.
• Measure the effectiveness of services and programs.
• Continually monitor progress.
• Make adjustments.

To gain insights into district-wide challenges and opportunities, focus on a planned process for data use. The most accurate and helpful data systems are those with many hands on them. Be sure principals and teachers have access to information in a simple format. Information must also be reliable to establish a trusting foundation. Finally, if you want employees to assume responsibility for improvements, the data can't be used against them.

Before reaching for the hammer, go to your utility closet and get out the flashlight. Once your data flashlight is on, shine the light on progress, cast a beam on areas for growth, and put in new batteries to encourage exploration of different areas.