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Educating a student was only that; instructing. The last ten years have demanded a much more formal study from teachers about how their pupils are doing and what they, as educators, need to do about it. Teachers have become students of data. They must prepare students for tests (usually standardized), also, a few months later, teachers receive results from those tests. It is at the point that educators must learn from the data that is provided to them through evaluation results. The educators are given information, but how do they use it? Is that one evaluation enough to provide any replies to students or the teachers who prepared them? There are lots of strategies where educators use data, but there are three ways that continue to surface in education as successful: gather info from a variety of sources, participate in professional learning activities to plan strategic instruction using data, and continually assess students and modify instruction based on ongoing outcomes. Many colleges and school systems focus too much energy on a couple of yearly assessments (Protheroe, 2001). The information collected from such evaluations can be shallow, and it doesn't give teachers much direction. The first strategy that systems and schools should use would be to collect data from an assortment of sources. Pathways to College Network (n.d.) lists several categories from which pertinent school improvement information could be gathered, classified, and examined including demographic data, attendance and discipline statistics, classroom evaluation results, benchmark testing information, and national assessment results. A great deal can be learned if all of the data supplied in the aforementioned categories is disaggregated and examined by educators. All th...