All about the Data Use Network


It is crucial that knowledge on data-driven decision making is shared as it is our belief that this is the way forward in improving education. This is one of the reasons that a group of researchers set up this network and are setting up an international comparative data use study. Establishing the extent to which aspects of policy or practice with regard to data use seem to have positive impacts in contexts in different countries, is important for the development of robust theories on data use, and the factors supporting or hindering this practice, as well as for the improvement of provision. Much can be learned by considering data use in different countries, and sharing knowledge on data use practices around the world. 


Members and membership

The network (Chair: Kim Schildkamp, Vice-Chair: Jan Vanhoof) has members from all over the world, including but not limited to countries such as the Netherlands, Belgium, Germany, Israel, the UK, Denmark, Cyprus, Slovenia, Canada, New Zealand, The USA, Australia, South Africa and Trinidad.

If you are interested in the network or want to become a member, please send an email to Kim Schildkamp:
Members will be informed of future activities of the network and will receive access to the internet website.

(Future) activities of its members

  • We are setting up a data base with information on members of the data use network.
  • We organized three data use symposia, a pre-conference workshop on data use,  and a network meeting at ICSEI 2012 in Sweden (see below for more details).
  • A special issue for the Journal "School Effectiveness and School improvement" entitled "Data-driven decision making around the world: From policy to practice to results" tentatively is scheduled to appear at the beginning of 2012.
  • We are trying to set up an international comparative study on data use in education focusing on: (1) how schools (e.g. school leaders and teachers) use data, (2) what types of data are being used and being needed by schools, (3) which factors hinder and support effective data use, and (4) what are the intended (e.g. increased student achievement) and unintended (e.g. misuse and abuse of data) effects of data use.
  • Members are participating in an international EU project on using data for improving school and student performance:
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