Effects of a Data-Driven District-Level Reform Model

A district-level reform model created by the Center for Data-Driven Reform in Education (CDDRE) provided consultation with district leaders on strategic use of data and selection of proven programs. 59 districts in seven states were randomly assigned to start CDDRE services either immediately or one year later. In addition, individual schools in each participating district were matched with control schools. Few important differences on state tests were found 1 and 2 years after CDDRE services began. The randomized design found positive effects on reading and math in fifth and eighth grade by Year 4. In the matched evaluation, positive, significant effects were seen on reading scores for fifth and eighth graders in Years 3 and 4. Effects were much larger for schools that selected proven programs than for those that did not. 2 For at least a quarter century, schools in the US have been in a constant state of reform. Commission reports, white papers, politicians, and the press periodically warn of dire consequences if America’s schools are not substantially improved. In fact, on the 2009 National Assessment of Educational Progress (NCES, 2010) and on some international measures such a