A review of "Leading with Data" by Goldring and Berends

Leading With Data

School administrators and educators are increasingly responsible for basing practice on empirical evidence and quantifiable data. While there may be limitations to using evidence-based practices, including the ethics of some policy reforms like No Child Left Behind and other strict quantitative standards-based assessments, educators should still understand why data is critical for education reform. Principals are especially faced with the challenging tasks of ensuring improvements in student outcomes. The book Leading with Data provides a helpful roadmap of evidence-based practices in public education. Divided into four parts, the book explains why data-based reforms are necessary; what types of data are being collected; how that data is being used to shape public policy and school policies; and how principals and other administrators can use data effectively.

I find the book to be far more relevant to my career than I first thought. This is not a book based on opinion or political motives. Goldring & Berends (2009) objectively outline the types of data principals are most likely to address. Most importantly, the objectives of Leading with Data are encapsulated in the book's title. Leadership is among the foremost objectives. Administrators are essentially leaders, and this book helps us to become better leaders by taking command of the evidence at our disposal and implementing that evidence in ways that will help our staff and students alike. Because I believe both in relying on data more than tradition, and because I also believe in empowering educators and administrators, I found Leading with Data to be an indispensible addition to my bookshelf.

Admittedly, the sections related to standardized achievement were among the most difficult to deal with because of the problems associated with No Child Left Behind. I believe that NCLB represents heavy-handed use of standardized testing, whereas I also understand the need for some standardization. Goldring & Berends (2009) objectively outline the types of standardized testing such as criterion-referenced vs. norm-referenced tests. Formative and summative assessments are discussed, along with their implications and applications. The authors also explain how an understanding of the basic, fundamental aspects of standardized testing can help administrators make informed decisions about how they intend to work with the tests. Thus, within the NCLB framework, an administrator still has leeway in terms of how to address issues like curricula, teaching styles, and leadership. It is also important to note that knowledge of evidence-based practice will help administrators become better advocates for change, including changes to federal policy. Another strength of Leading with Data is that the authors decipher some of the acronyms and organizations that administrators are likely to encounter during the course of their careers.