**Paredes, M., Cerna, R., Buckner, L., & Guidi, C. (2023). Making data meaningful in educator-to-family communication. California Center for School Climate & WestEd. https://www.wested.org/resource/making-data-meaningful-in-educator-to-family-communication/
This brief provides guidance for educators and school leaders on how to share education data in ways that engage families as true partners. While schools already collect extensive data, they often struggle to communicate it meaningfully. The brief emphasizes that effective data sharing begins with trust and authentic relationships. It encourages educators to engage families in culturally responsive ways, co-lead with parent leaders, and design meetings that are accessible and inclusive. It also promotes participatory systems change principles that include sharing power, valuing community strengths, and ensuring transparency and responsiveness.
Modaffari, J., & Jimenez, L. (2021). The education data that matter most to parents and school stakeholders. Center for American Progress. https://www.americanprogress.org/wp-content/uploads/sites/2/2021/05/Edu-Data-That-Matter-Most.pdf
This report examines the gap between the data high-stakes accountability systems provide and the information families and educators need to improve student learning. Most data in large-scale accountability systems are delayed, lack context, and are not actionable to students, their teachers, or their families. In their study, the authors found that families prioritize indicators that measure their students’ “opportunities to learn” (e.g., access to quality instruction, educators, or student supports), culturally responsive environments, and data that can be disaggregated to reveal disparities. They also want information presented in clear, visual formats. Meanwhile, educators and school leaders seek timely, detailed, and holistic data to support students in real time, including progress monitoring and non-academic indicators such as attendance and social-emotional well-being. The authors conclude that accountability systems should integrate local, actionable, and community-informed data so stakeholders can make informed decisions throughout the school year.
**This document is a priority reading.