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Data-Driven Decision Making Flashcards

6 cards from real CPACE practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.

Read the first 6 Data-Driven Decision Making flashcards as text

  1. When analyzing achievement data for subgroup equity, a school leader should look for:

    Answer: Both absolute performance levels and growth rates disaggregated by student subgroup

    Examining both status and growth across subgroups reveals which students are being well-served and which require additional focus and resources.

  2. FERPA (Family Educational Rights and Privacy Act) primarily governs:

    Answer: The privacy and parental access rights surrounding student educational records

    FERPA protects the privacy of student education records and gives parents (and eligible students) the right to access and control their records.

  3. A principal wants teachers to use data more effectively. The most sustainable strategy is to:

    Answer: Build structured data inquiry cycles into collaborative planning time

    Embedding data inquiry into existing collaborative time builds teacher capacity and sustains a data culture without adding burdensome reporting requirements.

  4. California's English Language Proficiency Assessments for California (ELPAC) data is primarily used by school leaders to:

    Answer: Monitor English language development progress and inform program and instructional decisions for EL students

    ELPAC data reveals EL students' language proficiency levels, guiding placement, program design, and instructional differentiation decisions.

  5. A school leader notices that suspensions have decreased but office referrals have increased. This data pattern most likely suggests:

    Answer: Teachers may be addressing more issues in class without escalating, or referral definitions may have changed

    Divergent trends in related discipline metrics require investigation — teachers may be handling more issues locally, or data definitions may have shifted.

  6. The purpose of a root cause analysis in school improvement is to:

    Answer: Identify underlying systemic factors driving student performance gaps rather than surface symptoms

    Root cause analysis moves beyond symptoms (e.g., low test scores) to uncover the systemic factors that generate those symptoms, enabling more effective interventions.