Supporting Practitioners in Making Data-Based Decisions for Literacy Improvement USDOE

Published

U.S. Department of Education

Publication

Charleston County School District (South Carolina) reviewed its student achievement data and determined that a significant portion of students were advancing through the system without having the core literacy skills needed to succeed across content areas. In addition, benchmark assessment data indicated that many students were reading far below grade level upon entering high school. In response to this challenge, Charleston developed a comprehensive literacy initiative that centers on the ongoing use of data at the school and classroom levels. The district strategy provides educators with data about student progress on key literacy outcomes and helps them effectively use those data to support student learning.

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Featured in This Collection

Topic

Using Data

Subtopic

Data-Driven Decisions

State

South Carolina