But the data is of little use if it remains hidden in virtual filing cabinets in school administrative offices. Many teachers and parents still don’t get access to that information – only 38 percent of parents say they had “easy” access to all the information they need. And a full 67 percent of teachers say they do not have full confidence in data and the tools used to make sense it.
Using data and sharing it takes on renewed urgency due to new federal regulations under the Every Student Succeeds Act (ESSA). Among the changes are requirements that states track and publish information on specific kinds of students, such as those in foster care, by next year. At this point, just one state (Washington) publishes data on those students – although undoubtedly many more states are collecting that information. And Alaska is the only state that publishes data on students who come from military families.
So according to this article (and the report), the problem isn’t with the collection of student data is not that it is being collected, but that it is hard to access.
The answer to addressing the problem of student data mining is not to make it more accessible, but to do less, preferably none at all.